Differentiated Instructional Strategies for the Block Schedule

by Gayle H. Gregory

• ISBN13: 9781412950961
• ISBN10: 1412950961
• Format: Paperback
• Copyright: 2010-06-28
• Publisher: Corwin Pr

Summary

Use differentiated instruction to extend students' learning in the block! Block scheduling can follow many different formats, but all are designed to accommodate learner-centered teaching approaches. Gregory and Herndon cover all aspects of differentiated teaching and learning in extended periods of instructional time. Providing in-depth coverage of research and best practices, this book offers: Strategies to help diverse learners succeed within formal or informal block schedules Information on learning styles, multiple intelligences, data-driven and standards-based lesson planning, teaching methods, and curriculum alignment More than 100 planning tools, matrixes, rubrics, templates, and choice boards that can be adapted to multiple block formats

Author Biography

Gayle H. Gregory and Lynne E. Herndon provide in-depth coverage of best practices in Differentiated Instructional Strategies for the Block Schedule along with a full range of visual, auditory, tactile, and kinesthetic learning opportunities.

Table of Contents

Acknowledgments	p. viii
About the Authors	p. ix
Introduction	p. 1
Why the ôBlockö?	p. 2
Why Differentiation?	p. 2
What Is Differentiation?	p. 2
Who Are the Learners?	p. 7
Learning Styles	p. 9
Thinking Styles	p. 12
Emotional Intelligences	p. 16
The World of the Future	p. 21
The Adolescent Brain	p. 24
Meeting the Needs of Individual Learners	p. 26
Planning for Instruction	p. 28
Curriculum Design	p. 28
Long-Range Planning	p. 32
Considerations for Planning	p. 39
Lesson-Planning Models for the Block	p. 41
Classroom Management	p. 53
Effective Management	p. 53
Physical Space	p. 55
Discipline, Rules, and Procedures	p. 57
Time Management	p. 60
Student Responsibility	p. 70
Guest Teachers	p. 73
Brain-Based Learning	p. 78
Brain Research	p. 78
Accessing Prior Knowledge	p. 90
Promoting Higher-Level Thinking	p. 105
Lesson Plans in Action	p. 115
Strategies for Lectures	p. 116
Note-Taking Strategies	p. 118
Interactive Notebooks	p. 123
Strategies for Using Textbooks	p. 126
Wrapping Things Up	p. 141
Evidence-Based Best Practices	p. 163
The Essential Nine Strategies	p. 163
Multiple Intelligences	p. 178
Cubing	p. 189
Cooperative Learning	p. 202
Overview of Cooperative Learning	p. 202
Planning Cooperative Lessons	p. 207
Teacher Considerations	p. 229
Grouping Students	p. 232
Managing Groups	p. 235
Assessing Cooperative Learning	p. 238
Assessing Student Learning	p. 240
Assessment Process	p. 240
Student Understanding	p. 241
Brain-Compatible Assessment	p. 242
Using Assessment to Adjust, Compact, and Group	p. 264
Pre-Assessment	p. 265
Formative Versus Summative Assessment	p. 266
Adjustable Assessments	p. 267
Curriculum Compacting	p. 272
Flexible Grouping	p. 279
Technology Integration	p. 280
Technology Today	p. 280
Why Use Technology?	p. 282
Implementing Technology	p. 284
Differentiating Instruction With Technology	p. 287
Technology Toolbox	p. 293
Assessing Student Outcomes That Involve Technology	p. 301
Final Thoughts	p. 305
Research Findings	p. 306
Lessons Learned	p. 306
Recommendations for Practice	p. 307
Checklists for Teaching in Extended Periods of Instructional Time	p. 310
Final Reflections	p. 312
References	p. 314
Index	p. 320
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