How to Differentiate Instruction in Mixed-ability Classrooms

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ASCD, 2001 - Education - 117 pages
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Noting that teachers in mixed-ability classrooms face multiple challenges at every grade level, this book provides guidance for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The principles and strategies included can help teachers address a variety of learning profiles, interests, and readiness levels. The goal of the book is to help teachers determine what differentiated instruction is, why it is appropriate for all learners, how to begin to plan for it, and how to become comfortable enough with student differences to make school comfortable for each learner. Numerous practical examples assist teachers to use instructional strategies such as curriculum compacting, entry points, graphic organizers, contracts, and portfolios. The chapters are: (1) "What Differentiated Instruction Is--And Isn't"; (2) "The Rationale for Differentiated Instruction in Mixed-Ability Classrooms"; (3) "The Role of the Teacher in a Differentiated Classroom"; (4) "The Learning Environment in a Differentiated Classroom"; (5) "A Look Inside Some Differentiated Classrooms"; (6) "Strategies for Managing a Differentiated Classroom"; (7) "Preparing Students and Parents for a Differentiated Classroom"; (8) "The How To's of Planning Lessons Differentiated by Readiness"; (9) "The How To's of Planning Lessons Differentiated by Interest"; (10) "The How To's of Planning Lessons Differentiated by Learning Profile"; (11) "Differentiating Content"; (12) "Differentiating Process"; (13) "Differentiating Products"; and (14)"Grading in a Differentiated Classroom." Appended is a table describing various instructional and management strategies and providing guidelines for their use. A list of resources for further reading completes the book. (Contains 41 references.) (KB)
 

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Contents

What Differentiated Instruction isand isnt
1
The Rationale for Differentiated Instruction in MixedAbility Classrooms
8
The Role of the Teacher in a Differentiated Classroom
16
The Learning Environment in a Differentiated Classroom
21
A Look Inside Some Differentiated Classrooms
27
Strategies for Managing a Differentiated Classroom
32
Preparing Students and Parents for a Differentiated Classroom
39
The How Tos of Planning Lessons Differentiated by Readiness
45
Differentiating Process
79
Differentiating Products
85
Grading in a Differentiated Classroom
93
A Final Thought
97
Appendix A Few Instructional and Management Strategies for Differentiated MixedAbility Classrooms
98
References
107
For Further Reading
109
Index
111

The How Tos of Planning Lessons Differentiated by Interest
52
The How Tos of Planning Lessons Differentiated by Learning Profile
60
Differentiating Content
72
About the Author
117
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