This updated edition presents a practical introduction to differentiation and explains how to differentiate instruction in a wide range of settings to provide variety and challenge. Chapters focus on evaluation in a differentiated classroom and how to manage both behavior and work tasks. The book includes connections to Common Core State Standards. Digital content includes a PowerPoint presentation for professional development, customizable forms from the book, and curriculum maps, workcards, and matrix plans.
|Publisher:||Free Spirit Publishing, Inc.|
|Edition description:||Book with Digital Content|
|Product dimensions:||8.40(w) x 10.90(h) x 0.30(d)|
About the Author
Diane Heacox, Ed.D., is an associate professor of education at St. Catherine University in St. Paul, Minnesota. She also actively serves as a consultant and professional development trainer for both public and private schools on a variety of topics related to teaching and learning. She presents regularly at numerous local, state, national, and international education conferences. She is currently the international facilitator for the Higher Education Network of the Association for Supervision and Curriculum Development and chair of the Middle Level Division of the National Association for Gifted Children. She lives in Minneapolis, Minnesota.
Table of Contents
List of Reproducible Pages
List of Figures
Foreword to This Anniversary Edition
Part 1 — Getting Ready
Chapter 1: What Is Differentiation?
Differentiated Instruction: One Size Doesn’t Fit All
You May Be Differentiating Already
Our Diverse Classrooms
What Do We Differentiate?
What Is the Teacher’s Role?
Questions and Answers About Differentiating Instruction
How Differentiated Is Your Classroom?
Chapter 2: Who Are Your Students?
Discovering Your Students
Finding Out What Students Know
The Importance of Knowing Your Students
Chapter 3: What Do You Teach?
Using Essential and Unit Questions to Differentiate Instruction 56
Choosing a Unit of Your Own
Mapping Your Curriculum
Part 2: Differentiation in Action
Chapter 4: How Do You Teach?
Planning for Challenge and Variety
Challenge: Bloom’s Levels of Thinking
Variety: Gardner’s Nine Ways of Thinking and Learning
How Differentiated Is Your Current Unit?
The Matrix Plan
A Sample Matrix Plan
Differentiating Your Unit Using a Matrix Plan
The Integration Matrix
Many Uses for Your Matrix
Chapter 5: What Do Students Need?
Flexible Instructional Grouping
Personalizing Learning with Flexible Grouping
Flexible Grouping at Exit Points
Flexible Grouping Compared with Other
Questions and Answers About Flexible Grouping
Tips on Managing Flexible Groups
Student Independence and Flexible Groups
Chapter 6: What Do Students Need?
Six Ways to Structure Tiered Assignments
Deciding When and How to Tier an Assignment
Guidelines for Designing Tiered Assignments
How to Organize Groups and Give Directions
Making Tiering Invisible
Chapter 7: What Do Students Need?
Chapter 8: What About Grading?
Establishing Quality Criteria for Differentiated
Grades Are Cumulative
Don’t Grade Everything
Grades = Rigor
Chapter 9: How Do You Manage Differentiation?
Preparing to Differentiate
Preparing Your Students and Classroom
Managing Student Work
Chapter 10: How Do You Differentiate for Special Populations?
Differentiated Instruction and Special Needs Students
An Idea from Your Special Education
Other Differentiation Strategies for Special Needs
Differentiated Instruction for Gifted and Talented
The Importance of Mentors
Final Thoughts: Teaching as a Creative Activity
Appendix A:Letter to Families
Appendix B:Differentiating Classroom Discussions
Using Classroom Questions to Differentiate Learning
Appendix C: Content Catalysts, Processes, and Products (CCPP) Toolkit
References and Resources
About the Author