Differentiating Instruction Collaborative Planning and Teaching for Universally Designed Learning

ISBN-10: 1412938619
ISBN-13: 9781412938617
Edition: 2007
List price: $38.95
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Description: ""I look forward to the contribution this book will make to practice in diverse classrooms.""???Carol TomlinsonAuthor and Differentiated Instruction Expert ""An excellent desktop reference for collaborative teachers and administrators.""???Cathy  More...

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Book details

List price: $38.95
Copyright year: 2007
Publisher: Corwin Press
Publication date: 3/21/2007
Binding: Paperback
Pages: 256
Size: 8.50" wide x 10.75" long x 0.75" tall
Weight: 1.760
Language: English

""I look forward to the contribution this book will make to practice in diverse classrooms.""???Carol TomlinsonAuthor and Differentiated Instruction Expert ""An excellent desktop reference for collaborative teachers and administrators.""???Cathy Orlando, FacilitatorFlorida Inclusion NetworkMiami-Dade County Public Schools, FL ""Takes three very big ideas in education???universal design, collaboration, and differentiated instruction???and combines them in a novel and engaging way.""???Douglas Fisher, Co-DirectorCenter for the Advancement of Reading ""Presents practical, feasible ways to get started with differentiated instruction.""???Jay McTigheMcTighe and Associates "Meet the multifaceted needs of all students in every diverse classroom!" In this follow-up to their highly successful book "A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning," noted experts Jacqueline S. Thousand, Richard A. Villa, and Ann I. Nevin, demonstrate how to combine co-planning, co-teaching, and collaboration to differentiate instruction more effectively in today??'s classroom. Intended for both novice and seasoned professionals, "Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed Learning??"presents two approaches: universal design for learning (UDL) and a unique retrofit approach for accessing the general education curriculum to meet the learning styles of all diverse learners, including those who are gifted, students with disabilities, and English Language Learners. Filled with easy-to-use, teacher-tested, and research-based ideas, this comprehensive reference provides teachers and administrators with: Step-by-step guidelines forusing UDL and the retrofit approach in differentiating instruction Multiple strategies for integrating differentiated lessons with collaborative planning and teachingContent lessons for elementary, middle, and high school studentsEffective techniques for effectively respecting cultural, economic, and linguistic diversity in the classroomAdvice for meeting the sometimes competing demands of NCLB and IDEIA Offering guidelines for determining individual learner needs and preferences, processes allowing teachers to collaborate efficiently, and sample lesson planning forms, this invaluable resource enables educators to develop and present a high-quality differentiated curriculum for all students.

Learn more about Richard Villa's PD offerings Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.

Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

List of Figures
List of Tables
Acknowledgements
About the Authors
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
Accessing the General Education Curriculum Through a Retrofit Approach
Elementary Science and Social Studies
Middle Level Mathematics
Middle Level Science
High School Language Arts
What Do You Know About Retrofitting as a Way to Differentiate Instruction?
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
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
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
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
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
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?
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
UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies
Kevin and His Teachers: The Story
The UDL Lesson
UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
Rose and Her Teachers: The Story
The UDL Lesson
UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
Tina and Her Teachers: The Story
The UDL Lesson
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
Epilogue: Pause and Reflect
Appendix
References
Index

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