Differentiated Instructional Strategies : One Size Doesn't Fit All

Differentiated Instructional Strategies : One Size Doesn't Fit All

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 145 p.
  • 言語 ENG
  • 商品コード 9780761945512
  • DDC分類 371.394

Table of Contents

Acknowledgments                                    vii
About the Authors viii
Introduction: One Size Doesn't Fit All ix
Creating a Climate for Learning 1 (18)
Much has been researched and written about
classroom climate and the need for a safe,
nurturing environment with high challenge
and low threat where all learners can thrive
This chapter explores ideas and strategies
that can help teachers build this learning
community so vital for success
Knowing the Learner 19 (18)
Teachers must make every effort to know
learners in order to meet their diverse
needs
Just as clothing designers must know about
the many fabrics and styles to create a
garment to suit the wearer, so in classroom
we teachers must know about our learners so
that we may find the strengths and
uniqueness of each child
This chapter describes learning-styles
theories, identifies multiple
intelligences, and provides tools to help
teachers identify their students' learning
styles and preferences
Assessing the Learner 37 (20)
Everyone needs feedback
Teachers and students need to exchange
constant feedback to monitor progress and
to adjust learning
It has been said that assessment drives the
curriculum
Teachers need assessment tools to
pre-assess to plan for learning as well as
ongoing assessment tools to use during and
after the learning process
Pre-assessment is essential for teachers to
find out what students know, can do, and
are interested in learning
If teachers use preassessment data when
they are planning lessons, learners are not
bored by repeating ``history'' or,
conversely, lost with no frame of reference
when the new learning is beyond their realm
of experience
Suggestions and examples of effective
pre-assessment tools are outlined as well
as tools to use during and after the
learning process
Ideas for grading are explored
Adjusting, Compacting, and Grouping 57 (22)
After pre-assessment, teachers need to
examine the data and adjust the learning
based on students' knowledge, skills, past
experiences, preferences, and needs
A practical process is shared that allows
teachers to adjust learning
With knowledgeable and capable learners,
compacting is a strategy that sometimes can
be used, and several ways of compacting are
shared and explained
Processes for grouping students for a
variety of reasons are explored, and
techniques to form groups and design
interactions are examined
The chapter works with the acronym TAPS,
representing Total or whole group, Alone or
independent, Partner work, or Small group
interaction
Instructional Strategies for Student Success 79 (26)
Teachers everywhere are paying attention to
how the brain works and makes meaning, and
to what should go on in classrooms as a
result of that knowledge
Instructional repertoire is a necessary
component of classrooms that have a greater
capacity to reach all learners
If students do not understand the content
(or process or concepts) the first time the
teacher presents it, ``saying it louder and
slower in another part of the room'' will
not make it any clearer
Extensive research is now available on best
practices and pedagogy that make a
difference in student achievement
This research is explored, and brain-based
strategies are outlined
Curriculum Approaches for Differentiated 105 (30)
Classrooms
There are a variety of useful curriculum
approaches for facilitating differentiated
learning
This chapter explains Centers, Projects,
Problem-Based Learning, Inquiry Models, and
Contracts and provides examples for each
approach
Bibliography 135 (5)
Index 140