List of Figures | |
List of Tables | |
Acknowledgements | |
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 | |
Appendix | |
References | |
Index | |
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