This updated edition of Strategies for Differentiating Instruction offers practical approaches that allow all students to make continuous progress and be appropriately challenged by focusing on their various levels of knowledge and readiness to learn.
Written in an accessible, teacher-friendly style, chapters explore methods to tier learning experiences so that all students unique learning needs are met. The new edition updates the strategies complete with student examples and provides Developing and Assessing Products (DAP) tools for a variety of products as reproducible appendices. Full of research-supported examples and designed specifically for teachers who are new to differentiated instruction, this book offers vetted, practical advice for preassessing students, implementing differentiation strategies, and managing and assessing student learning.
This new edition is a must read for teachers seeking to master the essentials on how to differentiate instruction and address all students' needs, interests, and abilities.
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Chapter 1 One-Size-Fits-All? You've Got to Be Kidding! |
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Chapter 2 Multiple Ways to Define Academic Success What Resonates With You? |
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15 | (8) |
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Chapter 3 Climate Creating a Comfort Zone |
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Chapter 4 Content Complex, Engaging, and Relevant |
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Chapter 5 Preassessment An Absolute Necessity |
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53 | (20) |
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Chapter 6 Tiering to Facilitate Continuous Progress |
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Chapter 7 Tiering Learning Experiences With Bloom's Taxonomy |
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89 | (24) |
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Chapter 8 Tiering With Venn Diagrams |
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113 | (24) |
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Chapter 9 Think-Tac-Toe An Effective Tool for Tiering |
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Chapter 10 Managing the Differentiated Classroom |
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Chapter 11 Taming the Assessment Beast |
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Chapter 12 Reflection An Essential Practice for Lifelong Learning |
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Chapter 13 A Differentiation Fable Fable Contributed by Mandy Simpson |
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213 | (8) |
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Appendix A What a Child Doesn't Learn By Tracy Inman |
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221 | (6) |
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Appendix B Directions for Activity How Do You Learn It? |
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227 | (2) |
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Appendix C My Way An Expression Style Inventory |
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Appendix D Interest Inventory |
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235 | (4) |
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Appendix E Bloom Chart Template |
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239 | (2) |
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241 | (8) |
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Appendix C Letters and Boxes |
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249 | (8) |
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Appendix H Think-Tac-Toe Template |
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257 | (2) |
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Appendix I Developing and Assessing Products (DAP) Tools |
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259 | (22) |
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Appendix J Building Support for Differentiation Hard But Not Impossible to Do Alone |
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281 | (4) |
| About the Authors |
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Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University, the Executive Director of The Center for Gifted Studies, and the Executive Director of The Carol Martin Gatton Academy of Mathematics and Science. She is a teacher, author, presenter, and director of programming for children, young people, and educators.
Tracy Ford Inman, a consultant in gifted education, has presented on state, national, and international levels; trained thousands of teachers; published chapters and books including five TAGT Legacy Award winners; and worked with thousands of parents. Tracy is a current board member of the leading two national gifted associations as well as her state.
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