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Educational change and architectural consequences : a report on facilities for individualized instruction / [by Ronald Gross and Judith Murphy.
Ronald Gross
BookLanguage:
שפה נוכחית
Handbook on differentiated instruction for middle and high schools
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This book has an abundance of time-saving, practical strategies for teachers in grades 6-12. A treasury of activities and resources, this book explains, demonstrates, and helps you select among a wide variety of differentiation processes, such as whole class differentiation, tiered lessons, learning centers, flexible grouping, literature circles, individualized instruction, independent study, and learning contracts.
| Title |
Handbook on differentiated instruction for middle and high schools / Sheryn Spencer Northey. |
|---|---|
| Publisher |
New York London : Routledge |
| Creation Date |
2005, 2013 |
| Notes |
First published 2005 by Eye On Education. Includes bibliographical references. English |
| Content |
Cover Title Page Copyright Page Meet the Author Table of Contents Introduction What Is Differentiation? Why Differentiate? How to Use This Book 1 Getting to Know Your Students Step 1-Know Your Own Learning Styles Step 2-Believe You Can Know All of Your Students Strategy 1-Encourage Self-Discovery Strategy 2-Documentation Step 3-Obtain Reading Information Strategy 1-Assessing the Readability of Your Major Text Assessment Strategy 2-Use Other Readability Assessments Fry's Readability Graph Lexiled Test Cloze Test Strategy 3-Use Standardized Test Assessments of Student Reading LevelsStep 4-What Are Your Students' Learning Styles or Preferences? Strategy 1-Left-Brain/Right-Brain? Strategy 2-Visual, Auditory, or Kinesthetic/Haptic Learners? Strategy 3-The 4Mat System Strategy 4-The Four Learning Styles Strategy 5-What Kind of Fruit Are You? Step 5-Know Your Students Interests Strategy 1-Assign an Interests Essay Strategy 2-Distribute the Interest Inventory Step 6-Find out about Students' Multiple Intelligences Step 7-Know Under What Conditions Students Learn Best Step 8-Know Where Your Students Are DevelopmentallyEmotional Development Step 9-Know If Your Students Have "Exceptionalities" Step 10-If Your Students Are Impoverished, You Need to Understand Them Step 11-Documenting What You Know Summary 2 Gathering Resources (Content Differentiation) Textbooks Scaffolding Activities Prereading Activities Strategy 1-Teach Students to Access Prior Knowledge The KWL Chart Strategy 2-Teach Students to Use the Patterns of Informational Text Strategy 3-Teach Students Key Vocabulary Words Word Cards Concept Mapping Hilda Taba's Model of Concept DevelopmentFrayer Model Other Ideas Strategy 4-Teach Students How to Read Informational Text Anticipation Guide/Prediction Guide Direct Reading/Thinking Activity Strategy 5-Engage the Affective Domain (i.e., the Emotions) Philosophical Chairs What If? Questions Strategy 6-Engage All Learners: Experiential Activities Strategy 7-Use Brain Gym: A Resource for Kinesthetic Learners "During Reading" Strategies Strategy 1-Teach Students to Identify Vocabulary Words as They Read Quadruple-Entry Word Journal Strategy 2-Choose from among Eight Oral Reading Strategies (Wood, 1992): A Resource for Auditory LearnersStrategy 3-Use Teacher Modeling "Think-Aloud" Strategy 4-Create Study Guides for Difficult Texts Strategy 5-Use a Levels Guide Strategy 6-Assign Double Entry or Two Column Note-Taking and Journaling Strategy 7-For Visual/Spatial Learners Idea 1: Use Graphic Organizers Idea 2: Use Thinking Maps Idea 3: Use Mind Maps for Organizing as You Read "After Reading" Strategies Before, During, and After Reading SQ3R (Survey, Question, Read, Recite, Review) REAP (Read, Encode, Annotate, Ponder) |
| Series |
An eye on education book |
| Extent |
1 online resource (208 p.) |
| Language |
English |
| National Library system number |
997010719277205171 |
MARC RECORDS
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