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ERIC Number: ED477977
Record Type: Non-Journal
Publication Date: 2003
Pages: 76
Abstractor: N/A
Reference Count: N/A
ISBN: 1-887943-61-7
Differentiated Instruction Practice Video Series. A Focus on Inclusion [and] A Focus on the Gifted. [Videotapes].
Iervolino, Constance W.; Hanson, Helene M.
This document contains: 2 videotapes and an accompanying viewer's guide that provide information for differentiating instruction for gifted learners and for students with special needs in inclusive classrooms. The first 50-minute videotape, "A Focus on Inclusion," discusses how to deliver appropriate curriculum to children with special needs in inclusive classrooms, evaluate student products, implement instructional processes, and use on-going assessments. Educational strategies such as multiple intelligences, principles of learning, cooperative learning, brain compatible learning, curriculum scaffolding, and environmental organization are highlighted. The second 50-minute videotape, "A Focus on the Gifted," targets customized practices that are most effective in classrooms that seek to challenge gifted/high achieving students. The viewer's guide begins with a discussion of differentiated instruction. It provides an overview of the issues and challenges in today's schools, emphasizing the rationale for and value of this approach to instruction. Chapter 2 contains reproducibles/handouts. These are designed to be of particular value in training as they facilitate an understanding of the concept presented. Chapter 3 provides specific reference materials that are associated with the text found in the guide and chapter 4 offers additional resources related to the topic of differentiated instruction. (CR)
National Professional Resources, Inc., 25 South Regent St., Port Chester, NY 10573 (Video Series, $199; Individual Videotapes, $129 each). Tel: 800-453-7461 (Toll Free); Tel: 914-937-8879; Fax: 914-937-9327; e-mail:; Web site:
Publication Type: Guides - Non-Classroom; Non-Print Media
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A