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In this refreshing addition to differentiated learning literature, Rick Wormeli takes readers step-by-step from the blank page to a fully crafted differentiation lesson. Along the way he shows middle and high school teachers the behind-the-scenes planning that goes into effective lesson design for diverse classrooms.
Rick Wormeli is a National Board Certified Teacher and a columnist for Middle Ground magazine. The winner of Disney's American Teacher Award for English in 1996, Rick is an internationally known speaker on secondary education, innovation, and teacher professionalism
Table of Contents
|Developing a Common Frame of Reference||p. 1|
|Differentiated Instruction in the Classroom||p. 4|
|Defining Differentiated Instruction||p. 7|
|How to Extend These Processes to Any Subject||p. 12|
|A Walk-Through of a Differentiated Lesson||p. 15|
|Steps to Take Before Designing the Learning Experiences||p. 17|
|Steps to Take While Designing and Implementing the Learning Experiences||p. 31|
|Sample Lesson: The Impact of Cortez on the Aztecs||p. 42|
|Specific Objectives||p. 42|
|Learning Experiences and Sequence||p. 43|
|Differentiation Alternatives for Each Part||p. 46|
|Responding to the Needs of Advanced Students||p. 48|
|Differentiating in Advanced Placement and International Baccalaureate Classes||p. 52|
|Three Questions to Guide Our Brainstorming of Lesson Modifications||p. 53|
|Changing Our Lesson Plans As We Respond to Students||p. 53|
|Reminders When Reviewing Our Differentiated Lesson||p. 59|
|Steps to Take After Providing the Learning Experiences||p. 62|
|Helpful Structures and Strategies for the Differentiated Class||p. 65|
|General Differentiation Approaches||p. 65|
|Different, Not More or Less||p. 65|
|Adjusting Instruction Based on Assessment Results||p. 67|
|Modify Options: Content, Process, Product, Affect, and Learning Environment||p. 70|
|Models of Instruction||p. 72|
|Flexible Grouping||p. 75|
|Collaboration with Students||p. 79|
|Personal Agendas||p. 79|
|A Slightly Different Definition||p. 81|
|Tomlinson's Equalizer||p. 81|
|Gradations of Mastery||p. 83|
|Respectful Tasks||p. 89|
|Compacting the Curriculum||p. 90|
|The Football and the Anchor: Teaching a Variety of Levels at the Same Time||p. 91|
|Scaffold Instruction||p. 97|
|Cognitive Science Structures and Tips That Help Us Differentiate||p. 99|
|Building Background Knowledge||p. 100|
|Priming the Brain and Structuring Information||p. 100|
|Primacy-Recency Effect||p. 102|
|Explore Similarities and Differences, Examples and Nonexamples||p. 104|
|Emotional Content||p. 105|
|Meeting Survival Needs||p. 108|
|Memory Ideas||p. 109|
|Social Interaction||p. 110|
|Twelve Samples of Differentiated Learning Experiences from Multiple Subjects||p. 115|
|Newton's First Law||p. 115|
|Sums of Interior Angles||p. 117|
|Learning from Lectures||p. 120|
|Physical Education Skills||p. 121|
|Art Skills||p. 122|
|Simplifying Square Roots||p. 123|
|Editing Text||p. 126|
|Show, Don't Tell||p. 127|
|Calculating Simple Interest||p. 129|
|Atomic Structure||p. 131|
|Taxonomic References with English Language Learners||p. 132|
|Students Can't Sit Still||p. 134|
|A Few Quick Reminders||p. 137|
|A Final Word: Three Tips to Begin the Journey||p. 139|
|Recommended Resources||p. 143|
|Table of Contents provided by Ingram. All Rights Reserved.|