Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed Learning / Edition 1

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Overview

This comprehensive resource demonstrates how to combine co-teaching with differentiated instruction for all diverse learners using universal design for learning (UDL) and a unique retrofit approach.

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Editorial Reviews

Jay McTighe
"Presents practical, feasible ways to get started with differentiated instruction."
Carol Ann Tomlinson
"I look forward to the contribution this book will make to practice in diverse classrooms. "
Education Libraries
“A practical resource and a teacher-friendly manual for both general and special education teachers who work with diverse students across grade levels and abilities.”
Douglas Fisher
"Takes three very big ideas in education—universal design, collaboration, and differentiated instruction—and combines them in a novel and engaging way "
Cathy Orlando
"Finally, a book that puts it all together! An excellent desktop reference for collaborative teachers and administrators.Thoughtfully presents strategies that will yield success for our diverse learners. "
Gwendolyn Webb-Johnson
"A very meaningful road map for approaching instruction that provides practical examples without giving a recipe. Foundations are laid so that individuals can design instruction to meet diverse learning needs. "
Paula Kluth
"No other team of authors does a better job of examining 'what works' for students with a wide range of needs and abilities (including students with significant disabilities) while also taking seriously the charge of meeting the needs of culturally and linguistically diverse learners. "
Jay Mc Tighe
"Presents practical, feasible ways to get started with differentiated instruction. "
Cathy Orlando
"Finally, a book that puts it all together! An excellent desktop reference for collaborative teachers and administrators.Thoughtfully presents strategies that will yield success for our diverse learners."
Gwendolyn Webb-Johnson
"A very meaningful road map for approaching instruction that provides practical examples without giving a recipe. Foundations are laid so that individuals can design instruction to meet diverse learning needs."
Paula Kluth
"No other team of authors does a better job of examining 'what works' for students with a wide range of needs and abilities (including students with significant disabilities) while also taking seriously the charge of meeting the needs of culturally and linguistically diverse learners."
Douglas Fisher
"Takes three very big ideas in education—universal design, collaboration, and differentiated instruction—and combines them in a novel and engaging way"
Jay McTighe
"Presents practical, feasible ways to get started with differentiated instruction. "
Carol Ann Tomlinson
"I look forward to the contribution this book will make to practice in diverse classrooms."
Jay Mc Tighe
"Presents practical, feasible ways to get started with differentiated instruction."
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Product Details

  • ISBN-13: 9781412938617
  • Publisher: Corwin Press
  • Publication date: 3/13/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Sales rank: 352,009
  • Product dimensions: 8.90 (w) x 11.20 (h) x 0.70 (d)

Meet the Author

Jacqueline S. Thousand is a professor in the College of Education at California State University, San Marcos, and coordinates the special education professional preparation and master's programs. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood/Special Education graduate and postgraduate professional preparation programs and coordinated federal grants concerned with inclusion of students with disabilities in local schools. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change strategies, differentiated instruction and universal design, cooperative group learning, collaborative teaming and teaching, creative problem solving, and positive behavioral supports. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.

Learn more about Richard Villa's PD offerings

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.

Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

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Table of Contents

List of Figures
List of Tables
Acknowledgements
About the Authors
1. Why Differentiation of Instruction, Now?
Rationales for Differentiated Instruction
Meet Needs of Diverse Students
Meet Legal Mandates
Be Ethical in Implementing Democratic Values
Dispel Myths
Be Effective
Retrofit and Universal Design: Two Approaches
Overview of the Book
2. Accessing the General Education Curriculum Through a Retrofit Approach
Scenario #1: Elementary Science and Social Studies
Scenario #2: Middle Level Mathematics
Scenario #3: Middle Level Science
Scenario #4: High School Language Arts
What Do You Know About Retrofitting as a Way to Differentiate Instruction?
3. Access to Curriculum Through Universal Design for Learning
The Universal Design for Learning Cycle for Differentiating Content, Process, and Product
Putting it All Together: The Co-Teaching Universal Design Lesson Plan Template
4. Gathering Facts About the Learners
Record Review
Family-Centered and Culturally-Responsive Fact Gathering
Interest Inventories
Applying Concepts From Learning Preferences Frameworks
Data-Based Observations
Making Action Plans (MAPS)
Disability Specific Information
Co-Teacher Roles in Gathering Facts
Pause and Reflect
5. Differentiating Access to the Content of Learning
What is Content?
Ways to Promote Access
Taxonomies and Objectives: Using and Not Abusing Them
Layered Curriculum and Levels of Participation
Differentiating Content Using Graphic Organizers and Educational Technology
Differentiating Content With Culturally-Responsive Techniques
Involving Students in Determining Content
Co-Teacher Roles in Differentiating Content
Pause and Reflect
6. Differentiating the Products of Learning
Why Differentiate in Climate of High Stakes Testing?
Using Culturally-Responsive Techniques to Differentiate Products
Using a Taxonomy of Objectives to Differentiate Products and Assessment
Applying Concepts From Learning Preferences Frameworks to Differentiate Assessment
Using Formative Assessment and Scaffolding to Differentiate
Curriculum-Based Assessments
Differentiating How Teachers Grade Products
Co-Teacher Roles in Differentiating Products of Learning
Pause and Reflect
7. Differentiating the Process of Learning
The Complexities of the Process of Learning (Graphic Organizer)
Instructional Formats
Instructional Arrangements
Instructional Strategies
Social and Physical Environment
Co-Teaching Approaches
Pause and Reflect
8. Collaborative Planning for Differentiated Instruction
Effective and Efficient Use of Planning Time
Development of Relationships Among Team Members: It's a Process!
Are We Really an Effective Planning Team?
9. Co-Teaching to Deliver Differentiated Instruction
Research Base for Co-Teaching
Who Can Be Co-Teachers?
Four Approaches to Co-Teaching
Questions About Co-Teaching and Differentiated Instruction
10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies
Kevin and His Teachers: The Story
The UDL Lesson
11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
Rose and Her Teachers: The Story
The UDL Lesson
12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
Tina and Her Teachers: The Story
The UDL Lesson
13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts
Chang, Deeandre, Yolanda, and Maarten and their Teachers: The Story
The UDL Lesson
14. Epilogue: Pause and Reflect
Appendix
References
Index

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