Differentiated Instructional Strategies : One Size Doesn't Fit All

by Gregory, Gayle; Chapman, Carolyn

• ISBN13: 9780761945512
• ISBN10: 0761945512
• Format: Paperback
• Copyright: 2001-11-01
• Publisher: Corwin Pr

Summary

This expanded second edition presents planners, templates, rubrics, graphic organizers, and a step-by-step guide to lesson planning and adjustable assignments to help all students succeed.

Table of Contents

Acknowledgments	vii
About the Authors	viii
Introduction: One Size Doesn't Fit All	ix
Creating a Climate for Learning	1	(18)
Much has been researched and written about classroom climate and the need for a safe, nurturing environment with high challenge and low threat where all learners can thrive
This chapter explores ideas and strategies that can help teachers build this learning community so vital for success
Knowing the Learner	19	(18)
Teachers must make every effort to know learners in order to meet their diverse needs
Just as clothing designers must know about the many fabrics and styles to create a garment to suit the wearer, so in classroom we teachers must know about our learners so that we may find the strengths and uniqueness of each child
This chapter describes learning-styles theories, identifies multiple intelligences, and provides tools to help teachers identify their students' learning styles and preferences
Assessing the Learner	37	(20)
Everyone needs feedback
Teachers and students need to exchange constant feedback to monitor progress and to adjust learning
It has been said that assessment drives the curriculum
Teachers need assessment tools to pre-assess to plan for learning as well as ongoing assessment tools to use during and after the learning process
Pre-assessment is essential for teachers to find out what students know, can do, and are interested in learning
If teachers use preassessment data when they are planning lessons, learners are not bored by repeating ``history'' or, conversely, lost with no frame of reference when the new learning is beyond their realm of experience
Suggestions and examples of effective pre-assessment tools are outlined as well as tools to use during and after the learning process
Ideas for grading are explored
Adjusting, Compacting, and Grouping	57	(22)
After pre-assessment, teachers need to examine the data and adjust the learning based on students' knowledge, skills, past experiences, preferences, and needs
A practical process is shared that allows teachers to adjust learning
With knowledgeable and capable learners, compacting is a strategy that sometimes can be used, and several ways of compacting are shared and explained
Processes for grouping students for a variety of reasons are explored, and techniques to form groups and design interactions are examined
The chapter works with the acronym TAPS, representing Total or whole group, Alone or independent, Partner work, or Small group interaction
Instructional Strategies for Student Success	79	(26)
Teachers everywhere are paying attention to how the brain works and makes meaning, and to what should go on in classrooms as a result of that knowledge
Instructional repertoire is a necessary component of classrooms that have a greater capacity to reach all learners
If students do not understand the content (or process or concepts) the first time the teacher presents it, ``saying it louder and slower in another part of the room'' will not make it any clearer
Extensive research is now available on best practices and pedagogy that make a difference in student achievement
This research is explored, and brain-based strategies are outlined
Curriculum Approaches for Differentiated Classrooms	105	(30)
There are a variety of useful curriculum approaches for facilitating differentiated learning
This chapter explains Centers, Projects, Problem-Based Learning, Inquiry Models, and Contracts and provides examples for each approach
Bibliography	135	(5)
Index	140