by
Tomlinson, Carol A.
Call Number
371.394 22
Publication Date
2008
Summary
Includes common misconceptions about differentiation; nonnegotiables that are essential to the implementation of differentiated instruction; factors that contribute to failure to change classroom practice; leadership lessons for accomplishing the change process; tools for monitoring and evaluating the change toward differentiation; and characteristics of staff development practices that support differentiated instruction.
Format:
Electronic Resources
Relevance:
3.1773
by
Ferguson, Dianne L.
Call Number
371.394 22
Publication Date
2001
Summary
Today's students are more diverse than ever before--in cultural backgrounds, learning styles and interests, social and economic classes, and abilities and disabilities. How can schools accommodate these differences while also dealing with all the other pressing demands for change, including the push for tougher standards and the call for more discipline in the classroom? This book offers answers and challenge schools to reinvent themselves as more flexible, creative learning communities responsive to the widest range of human diversity, including students officially designated as disabled.
Format:
Electronic Resources
Relevance:
3.1365
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by
DiMartino, Joseph.
Call Number
373.1394 22
Publication Date
2008
Summary
Discusses the six most pervasive problem areas in high school education today, and what schools are doing to connect with students, personalize learning, differentiate instruction, and make high school curriculum more relevant.
Format:
Electronic Resources
Relevance:
2.3097
by
Tomlinson, Carol A.
Call Number
372.19 22
Publication Date
2003
Summary
Learn how to design and implement individualized instruction in curricula for the early grades.
Format:
Electronic Resources
Relevance:
2.2775
by
Tomlinson, Carol A.
Call Number
371.394 22
Publication Date
2010
Summary
Today's teachers are responsible for a greater variety of learners with a greater diversity of needs that ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. The authors tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot--and will not--move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. The authors argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
Format:
Electronic Resources
Relevance:
2.2397
by
Bergmann, Jonathan.
Call Number
371.3352 23
Publication Date
2012
Summary
It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don't need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. Bergmann and Sams found that their students demonstrated a deeper understanding of the material than ever before. Learn what a flipped classroom is and why it works, and get the information you need to flip your own classroom. --from publisher description.
Format:
Electronic Resources
Relevance:
1.9014
by
Doddington, Christine.
Call Number
370.15 22
Publication Date
2007
Summary
Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. This book seeks to explore the role of primary education within this debate.
Format:
Electronic Resources
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1.7091
by
Tomlinson, Carol A.
Call Number
373.19 22
Publication Date
2005
Summary
Annotation Join Carol Ann Tomlinson and Cindy A. Strickland in the continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the high school grades, but applicable at all levels, Differentiation in Practice, Grades 9 12, will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Inside, you ll find Annotated lesson plans for differentiated units in English, mathematics, history, science, art, and world languages. Samples of differentiated product assignments, learning contracts, rubrics, and homework handouts. An overview of the non-negotiables in differentiated classrooms and guidelines for using the book as a learning tool. An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners.
Format:
Electronic Resources
Relevance:
1.6469
by
Smutny, Joan F.
Call Number
372.1394 22
Publication Date
2010
Summary
This work is designed to help primary teachers cope with the increase of diverse knowledge sets and different learning styles. Joan Smutny addresses early identification by using differentiation and offers strategies and methods for intellectual discovery and creative thinking.
Format:
Electronic Resources
Relevance:
1.5302
by
Tomlinson, Carol A.
Call Number
371.102 22
Publication Date
2006
Summary
Explains how the combination of the Differentiated Instruction and Understanding by Design frameworks can ensure all students are learning at maximum levels. Describes how a curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them.
Format:
Electronic Resources
Relevance:
1.4247
by
Moyes, Rebecca A. (Rebecca Ann), 1960-
Call Number
371.94 21
Publication Date
2001
Summary
I think you are in for quite a treat in reading this book and keeping it on hand as a reference. It is well-organized. The reader can locate a topic and study it briefly or deeply, according to available time and need. Most importantly for both parents and teachers, this book won't waste your time. Parents and professionals share a need for practical, rather than theoretical, advice. This book provides just that. I was so taken with the good, creative information in this book that I have already asked Rebecca to present at my next conference. May Rebecca's book ease your educational burdens, as she has done for the fortunate families she has known since her child was diagnosed.' from the Foreword by Susan J Moreno, President and Founder of MAAP Services, Editor of The MAAP, and parent This book provides practical, hands-on strategies to teach social skills to children with high-functioning autism and Asperger Syndrome. It includes a detailed description of the social deficits of these children as they appear in the classroom difficulties with such things as understanding idioms, taking turns in conversation, understanding and using tone of voice and body language and ways to address them. Instruction is included in the book to enhance the development of appropriate, measureable, and meaningful individualized education plans (IEPs) to incorporate social goals. Lesson plans are included to facilitate the ability to 'teach' these social goals. Parents will find this text an excellent training tool to help develop social education curriculums for their children, and teachers will find it particularly helpful as an easy-to-read manual containing many 'nuts and bolts' strategies to utilize in the classroom.
Format:
Electronic Resources
Relevance:
0.0953
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