ERIC Number: ED462786
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Differentiating Instruction "in the Regular" Classroom: How To Reach and Teach All Learners, Grades 3-12.
This book provides a wide variety of strategies for differentiating instruction for students in grades 3-12. Chapter 1 presents an overview of differentiated content, process, and product, and the role of the teacher in a differentiated classroom. Chapter 2 focuses on the first step of differentiation: gathering information about students. Chapter 3 guides educators through the process of writing essential questions and unit questions to frame and focus their curriculum, and chapter 4 identifies challenge and variety as critical elements in differentiating instruction. Bloom's taxonomy and Gardner's multiple intelligences are explained. The following chapter describes and explains flexible grouping and distinguishes it from other grouping methods. Chapter 6 explains six ways to tier activities, along with guidelines for organization and management. Chapter 7 provides four strategies for providing student choice within a framework of differentiated activities. How to grade differentiated tasks fairly, calculate and record grades, make grades reflect rigor and challenge, and establish quality criteria are covered in chapter 8. Chapter 9 provides suggestions for classroom organization and management. The final chapter offers an overview of students with disabilities and gifted students as well as differentiation strategies. Appendices include additional tools for differentiating instruction. (Contains 31 references.) (CR)
Descriptors: Classroom Environment, Classroom Techniques, Curriculum Design, Curriculum Development, Data Collection, Disabilities, Elementary Secondary Education, Gifted, Grading, Grouping (Instructional Purposes), Inclusive Schools, Student Centered Curriculum, Student Evaluation, Student Needs, Teacher Student Relationship, Teaching Methods
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A