Differentiation Through Personality Types : A Framework for Instruction, Assessment, and Classroom Management

by Jane A. G. Kise

• ISBN13: 9781412917704
• ISBN10: 1412917700
• Format: Hardcover
• Copyright: 2006-12-12
• Publisher: Corwin Pr

Summary

'I loved this book! It was so informative I couldn't put it down. Every teacher beginning, experienced, urban, suburban, rural, and private will find examples and ideas that they can use immediately' - Sharon Jeffery, National Board Certified Teacher, Plymouth Public Schools, MA 'Brilliant! An absolute goldmine for teachers. Each page delivers a nugget of insight, understanding and guidance for both easy and tough teaching situations' - B. Bradley West, Professor, Michigan State University 'Offers a "suitcase" filled with ideas to enhance any learning experience. The techniques offered range from simple modifications to more comprehensive restructuring of curriculum. There is something for everyone in this book' - Amy M. Zais, Associate Principal, Eau Claire North High School, WI 'Deftly illustrates how crucial the personality type and learning style of the teacher is to the learning environment in the classroom. The teacher emerges from this guide with a surer sense of self and how to help students achieve "flow" in the classroom so they can work in their best mode while also expanding into new ones' - Lyn Fairchild, Coordinator of Independent Learning, Duke University Students' learning styles are as unique as their personalities. As a result, the most successful teachers are often those who understand how to adjust their educational techniques to honor students of all intelligences and backgrounds. This comprehensive resource, based on the author's years of research and experience, presents a usable, understandable framework that assists teachers in achieving success in today's differentiated classroom. From easy-to-implement techniques to templates for planning lengthy curriculum units, teachers receive clear direction for appealing to the learning personalities in their diverse classrooms. Readers will also find: ? Relevant stories, exercises, and examples to illustrate differentiated classroom instruction ? Balanced advice for improving student growth and performance in small-group work, class discussions, and relationship building ? Practical ideas and activities for immediate application in the classroom Discover teaching techniques that result in success for students of all learning styles!

Table of Contents

Acknowledgments	p. ix
About the Author	p. xi
Introduction	p. 1
Why Use Type for Differentiation?	p. 4
Differentiation: Helping Students Find Flow	p. 5
Ability Versus Flow	p. 6
A Framework Grounded in Research	p. 6
Why Personality Type?	p. 7
Conclusion	p. 8
Who You Are Is How You Teach	p. 9
The First Preference Pair: Extraversion and Introversion	p. 11
The Second Preference Pair: Sensing and Intuition	p. 14
The Third Preference Pair: Thinking and Feeling	p. 17
The Fourth Preference Pair: Judging and Perceiving	p. 19
Conclusion	p. 22
What Type Looks Like in Students	p. 23
Type Preferences: What You Might See in Students	p. 24
Type and Learning Disabilities	p. 27
Eight Kinds of Students	p. 29
Case Studies-Using Type for Student Development	p. 38
Using Type to Discover New Strategies for Helping Struggling Students	p. 41
Conclusion	p. 41
Type as a Framework for Differentiation	p. 42
Learning Styles and Differentiation	p. 42
How to Differentiate Without Being Overwhelmed	p. 44
Differentiating a Lesson, Matching Content, Goals, and Learning Styles	p. 49
Differentiation to Help Students Become Comfortable With Each Learning Style	p. 51
Differentiation to Provide Genuine Choices	p. 52
One Last Step: Using Thinking and Feeling to Motivate All Students	p. 54
Conclusion	p. 55
Key Differentiation Strategies	p. 57
Scaffolding Tools: Supporting Thinking	p. 58
Differentiated Choices	p. 64
Heterogeneous Groups	p. 65
Homogenous Groups	p. 67
Natural Patterns for Extensions	p. 67
What About Assessments?	p. 68
Conclusion	p. 72
Differentiated Classroom Management	p. 73
Differentiating the Learning Environment	p. 74
Sources of Classroom Management Problems	p. 74
Why Do Teachers Need to Adjust Their Styles?	p. 75
How to Use This Chapter	p. 76
The Strategies: Extraversion and Introversion	p. 77
Sensing and Intuition	p. 83
Thinking and Feeling	p. 85
Judging and Perceiving	p. 88
Conclusion	p. 92
Differentiated Reading Instruction	p. 93
How Sensing and Intuitive Students Learn to Read	p. 94
Differentiated Strategies for Sensing and Intuition	p. 96
Content Differences in What Students Like to Read	p. 101
Strategies for Differentiation	p. 104
Conclusion	p. 109
Differentiated Writing Instruction	p. 111
Helping Extraverts Get Ready to Write	p. 113
Get Students Started	p. 118
Activities for Both Sensing and Intuition	p. 122
Conclusion	p. 124
Differentiated Math and Science Instruction	p. 125
Type and Math Anxiety	p. 126
Math Anxiety and Elementary Teachers	p. 127
Sensing, Intuition, and Problem Solving	p. 129
Maintaining the Cognitive Demands of the Task	p. 132
Differentiation Strategies	p. 136
Conclusion	p. 142
Differentiating for Students From Other Cultures	p. 143
Type, Multiculturalism, and Schools	p. 144
Type and Culturally Responsive Teaching	p. 146
Type and Other Cultures	p. 148
Work Completion Strategies for Students of Poverty and Other Perceiving Cultures	p. 153
Conclusion	p. 156
Differentiating by Grade Level	p. 158
Kindergarten to Second Grade	p. 158
Third to Fifth Grades	p. 159
The Middle-School Years: Helping Adolescents See Themselves as Students	p. 161
The High-School Years: Helping Teens Make Their First Life Decisions	p. 162
The Type Lessons	p. 163
Quadrant Activities: Positive Experiences in Every Learning Style	p. 165
Type Lessons for Grade 3 Through Adult	p. 168
Resource: Type Terms Bookmark	p. 176
References	p. 177
Index	p. 181
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