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Differentiating Instruction : Collaborative Planning and Teaching for Universally Designed Learning



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Corwin Pr
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What version or edition is this?
This is the edition with a publication date of 3/21/2007.
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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
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This comprehensive resource demonstrates how to combine co-teaching with differentiated instruction for all diverse learners using universal design for learning (UDL) and a unique retrofit approach.

Table of Contents

List of Figures
List of Tables
About the Authors
Why Differentiation of Instruction, Now?
Rationales for Differentiated Instruction
Meet Needs of Diverse Students
Meet Legal Mandates
Be Ethical in Implementing Democratic Values
Dispel Myths
Be Effective
Retrofit and Universal Design: Two Approaches
Overview of the Book
Accessing the General Education Curriculum Through a Retrofit Approach
Elementary Science and Social Studies
Middle Level Mathematics
Middle Level Science
High School Language Arts
What Do You Know About Retrofitting as a Way to Differentiate Instruction?
Access to Curriculum Through Universal Design for Learning
The Universal Design for Learning Cycle for Differentiating Content, Process, and Product
Putting it All Together: The Co-Teaching Universal Design Lesson Plan Template
Gathering Facts About the Learners
Record Review
Family-Centered and Culturally-Responsive Fact Gathering
Interest Inventories
Applying Concepts From Learning Preferences Frameworks
Data-Based Observations
Making Action Plans (MAPS)
Disability Specific Information
Co-Teacher Roles in Gathering Facts
Pause and Reflect
Differentiating Access to the Content of Learning
What is Content?
Ways to Promote Access
Taxonomies and Objectives: Using and Not Abusing Them
Layered Curriculum and Levels of Participation
Differentiating Content Using Graphic Organizers and Educational Technology
Differentiating Content With Culturally-Responsive Techniques
Involving Students in Determining Content
Co-Teacher Roles in Differentiating Content
Pause and Reflect
Differentiating the Products of Learning
Why Differentiate in Climate of High Stakes Testing?
Using Culturally-Responsive Techniques to Differentiate Products
Using a Taxonomy of Objectives to Differentiate Products and Assessment
Applying Concepts From Learning Preferences Frameworks to Differentiate Assessment
Using Formative Assessment and Scaffolding to Differentiate
Curriculum-Based Assessments
Differentiating How Teachers Grade Products
Co-Teacher Roles in Differentiating Products of Learning
Pause and Reflect
Differentiating the Process of Learning
The Complexities of the Process of Learning (Graphic Organizer)
Instructional Formats
Instructional Arrangements
Instructional Strategies
Social and Physical Environment
Co-Teaching Approaches
Pause and Reflect
Collaborative Planning for Differentiated Instruction
Effective and Efficient Use of Planning Time
Development of Relationships Among Team Members: It's a Process!
Are We Really an Effective Planning Team?
Co-Teaching to Deliver Differentiated Instruction
Research Base for Co-Teaching
Who Can Be Co-Teachers?
Four Approaches to Co-Teaching
Questions About Co-Teaching and Differentiated Instruction
UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies
Kevin and His Teachers: The Story
The UDL Lesson
UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
Rose and Her Teachers: The Story
The UDL Lesson
UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
Tina and Her Teachers: The Story
The UDL Lesson
UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts
Chang, Deeandre, Yolanda, and Maarten and their Teachers: The Story
The UDL Lesson
Epilogue: Pause and Reflect
Table of Contents provided by Ingram. All Rights Reserved.

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