Differentiating Instruction : Planning for Universal Design and Teaching for College and Career Readiness /: Planning for Universal Design and Teaching for College and Career Readiness. ([2015])

• Record Type: Book
• Further Information: Note: Jacqueline S. Thousand, Richard A. Villa, Ann I. Nevin.
• Authors: Thousand, Jacqueline S, 1950-; Villa, Richard A, 1952-; Nevin, Ann
• Contents: A Letter to Our Readers; Acknowledgments; About the Authors; 1. Why Differentiation of Instruction Now?; What Differentiated Instruction IS (and What It Is NOT); Rationales for Differentiated Instruction; Rationale #1: To Meet Needs of Diverse Learners; Rationale #2: To Meet Legal Mandates; Rationale #3: To Be Ethical in Implementing Democratic Values; Rationale #4: To Dispel Myths About Students; Rationale #5: To Be Effective Teachers; Retrofit and Universal Design: Two Approaches to Differentiated Instruction; Systemic Support for Differentiated Instruction; Overview of the Book; 2. Accessing the General Education Curriculum Through a Retrofit Framework; What Is the Retrofit Approach?; Scenario #1: Elementary Science and Social Studies; Scenario #2: Middle Level Mathematics; Scenario #3: Middle Level Science; Scenario #4: High School Language Arts; What Do You Know About Retrofitting as a Way to Differentiate Instruction?; 3. Access to Curriculum Through Universal Design for Learning; The UDL Cycle for Differentiating Content, Product, and Process; Design Point #1: Gathering Facts About the Learners; Design Point #2: Differentiate Content and Materials; Design Point #3: Product or Differentiate How Students Show What They Know; Design Point #4: Differentiate Instructional Processes; Pause and Reflect About Student-Specific Teaching Strategies and Supports; Putting It All Together With the Universal Design Lesson Plan; 4. Gathering Facts About the Learners; Record Review; Family-Centered and Culturally Responsive Fact Gathering; Interest Inventories; Learning Preferences Information; Learning and Thinking Styles; Multiple Intelligences; Data-Based Observations Including Functional Behavioral Assessments and Cooperative Group Monitoring; Data-Based Observations; Functional Behavioral Assessment; Monitoring Cooperative Group Learning; Curriculum-Based Assessments; Making Action Plans (MAPs); Disability-Specific Information; Co-Teacher Roles in Gathering Facts About the Learners; Pause and Reflect; 5. Differentiating Access to the Content of Learning; What Is Content?; Ways to Promote Access to Content; 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 and Linguistically Responsive Techniques; Involving Students in Determining Content; Co-Teacher Roles in Differentiating Content; Pause and Reflect; 6. Differentiating and Assessing the Products of Learning; Why Differentiate Assessment in a Climate of High-Stakes Testing?; Using Culturally Responsive Techniques to Differentiate and Assess the Products of Learning; Taxonomy and Learning Preferences Frameworks to Differentiate Products and Assessment; Using Bloom’s Taxonomy to Differentiate Products and Assessment; Using Learning Preferences Frameworks to Differentiate Products and Assessment; Using Bloom’s Taxonomy and Multiple Intelligences Theory to Differentiate Products and Assessment; Scaffolding and Curriculum-Based Assessments; Scaffolding as Formative Assessment; Curriculum-Based Assessment; Differentiating How Teachers Grade Products; Alternatives to Norm-Referenced Grading Procedures; Adapting Criterion-Referenced Grading Systems; Self-Referenced Systems; Co-Teacher Roles in Differentiating Products of Learning; Pause and Reflect; 7. Differentiating the Instructional Processes; The Complexities of the Process of Instruction (Graphic Organizer); Instructional Formats; Instructional Arrangements; Highlights on Cooperative Learning; A Focus on Cooperative Strategies for Emerging and Struggling Readers; A Highlight on Peer Tutors and Partner Learning Arrangements; Instructional Strategies; Using Taxonomies; Applying Concepts From Learning Preferences Frameworks; Integrating the Arts; Social and Physical Environment; Co-Teaching Approaches; Pause and Reflect; 8. Collaborative Planning and Evaluation for Differentiated Instruction; The Rationale and Benefits of Collaborative Planning and Teaching; Effective and Efficient Use of Planning and Evaluation Time; Development of Relationships Among Team Members: It’s a Process!; Skills for Building Trust and Establishing Team Norms; Communication and Leadership Skills; Creative Problem-Solving Skills; Conflict Resolution Skills; Are We Really an Effective Planning Team?; 9. Co-Teaching to Deliver Differentiated Instruction; Why Collaborate to Co-Teach?; Research Base for Co-Teaching; Who Can Be Co-Teachers?; Four Approaches to Co-Teaching; Supportive Co-Teaching; Parallel Co-Teaching; Complementary Co-Teaching; Team Co-Teaching; Questions About Co-Teaching to Differentiate Instruction; 10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: A Fourth-Grade Social Studies Unit; Setting the Context; Co-Teacher Professional Development Activities; Multiple Methods for Accessing Content; Differentiating the Products (Outcomes) of Learning; Differentiating the Instructional Processes; Instructional Format; Instructional Arrangements; Instructional Strategies; Social and Physical Environment; Co-Teaching Approaches; Implementing the UDL Plan; Using the Lesson Plan Template; 11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics; Who Are the Teachers?; Professional Development Activities; Gathering (New) Facts About the Learners; Multiple Methods for Accessing the Content for Algebra I; Differentiating the Products (Outcomes) of Learning; Differentiating the Instructional Processes; Group Investigation; Cognitively Guided Instruction; English Language Learner Techniques; Implementing the UDL Plan; Using the Universal Design Lesson Plan Template; 12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science; Who Are the Teachers?; Planning to Change From a Retrofit Approach to a Universal Design Approach; Gathering (Additional) Facts About the Learners; Pause and Reflect: Tina; Planning Prior to the Lesson; Planning to Differentiate Content and Materials; Planning to Differentiate Products; Planning to Differentiate the Process of Learning; Finalizing the Lesson Plan; Differentiation in Action in the Class; Reflection; 13.UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts; Who Are the Teachers?; Co-Teacher Professional Development Activities; Gathering Facts About the Learners; Differentiating the Content and Materials; Key Ideas and Details; Craft and Structure; Range of Reading and Level of Text Complexity; Differentiating the Product; Pause and Reflect; Differentiating the Process; Co-Teacher Roles; The Planned Lesson; Before the Lesson; The Planned Instructional Sequence; Pause and Reflect; 14. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Mathematics; Who Are the Teachers?; Co-Teacher Collaborative Planning and Professional Development Activities; Gathering Facts About the Learners; Anticipating Learners’ Interests, Learning Preferences, Skills, and Conceptual Understanding; Multiple Methods for Accessing the Content of Algebra II; Unit Theme: Reasoning and Sensemaking; Standards Addressed in the Unit; Differentiating the Product: Multiple Methods to Demonstrate Unit Objectives; Implementation; Assessment of Prior Knowledge/Mastery; Differentiating the Process of Instruction; Planning for Differentiation to Include Evidence-Based Strategies; Implementing Differentiated Instructional Processes; Using the Lesson Plan Template; Reflections; Reflections on Facts About the Learners; Reflections on Content and Materials Differentiation; Reflections on Product and Assessment Differentiation; Reflection
• Edition: Second Edition
• Publisher Details: Thousand Oaks, California : Corwin
• Publication Date: 2015
• Extent: 1 online resource (333 pages), illustrations
• Subjects: 371.394; Individualized instruction; Teaching teams
• Languages: English
• ISBNs: 9781483344461; 1483344460
• Notes: Note: Includes bibliographical references and index.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.