Differentiating instruction : collaborative planning and teaching for universally designed learning /
Jacqueline S. Thousand, Richard A. Villa, Ann I. Nevin.
- Thousand Oaks, CA : Corwin Press, a Sage Publications Company, c2007.
- xviii, 235 p. : ill. ; 29 cm.
Includes bibliographical references (p. 213-224) and index.
List of Figures List of Tables Acknowledgements About the Authors 1. Why Differentiation of Instruction, Now? Rationales for Differentiated Instruction Meet Needs of Diverse Students Meet Legal Mandates Be Ethical in Implementing Democratic Values Dispel Myths Be Effective Retrofit and Universal Design: Two Approaches Overview of the Book 2. Accessing the General Education Curriculum Through a 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 Universal Design for Learning Cycle for Differentiating Content, Process, and Product Putting it All Together: The Co-Teaching Universal Design Lesson Plan Template 4. Gathering Facts About the Learners Record Review Family-Centered and Culturally-Responsive Fact Gathering Interest Inventories Applying Concepts From Learning Preferences Frameworks Data-Based Observations Making Action Plans (MAPS) Disability Specific Information Co-Teacher Roles in Gathering Facts Pause and Reflect 5. Differentiating Access to the Content of Learning What is Content? Ways to Promote Access 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-Responsive Techniques Involving Students in Determining Content Co-Teacher Roles in Differentiating Content Pause and Reflect 6. Differentiating the Products of Learning Why Differentiate in Climate of High Stakes Testing? Using Culturally-Responsive Techniques to Differentiate Products Using a Taxonomy of Objectives to Differentiate Products and Assessment Applying Concepts From Learning Preferences Frameworks to Differentiate Assessment Using Formative Assessment and Scaffolding to Differentiate Curriculum-Based Assessments Differentiating How Teachers Grade Products Co-Teacher Roles in Differentiating Products of Learning Pause and Reflect 7. Differentiating the Process of Learning The Complexities of the Process of Learning (Graphic Organizer) Instructional Formats Instructional Arrangements Instructional Strategies Social and Physical Environment Co-Teaching Approaches Pause and Reflect 8. Collaborative Planning for Differentiated Instruction Effective and Efficient Use of Planning Time Development of Relationships Among Team Members: It's a Process! Are We Really an Effective Planning Team? 9. Co-Teaching to Deliver Differentiated Instruction Research Base for Co-Teaching Who Can Be Co-Teachers? Four Approaches to Co-Teaching Questions About Co-Teaching and Differentiated Instruction 10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies Kevin and His Teachers: The Story The UDL Lesson 11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics Rose and Her Teachers: The Story The UDL Lesson 12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science Tina and Her Teachers: The Story The UDL Lesson 13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts Chang, Deeandre, Yolanda, and Maarten and their Teachers: The Story The UDL Lesson 14. Epilogue: Pause and Reflect Appendix References Index