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List of Figures | |
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Preface | |
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Acknowledgments | |
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About the Authors | |
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Introduction | |
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Relevant Versus Relative | |
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The Problems | |
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The Solution | |
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Content and Intent | |
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Traditional Versus Standards-Based Education | |
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What Everyone Needs to Know | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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How Do We Get There From Here | |
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Questions for Reflection | |
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Summary | |
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Accountability | |
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Raise the Drawbridge, Flood the Moat | |
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Surprise, Surprise, Surprise! | |
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Accountability 101 | |
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What Everyone Needs to Know | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Performance Objective | |
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Touching All the Bases But Getting Thrown Out at Home | |
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What Everyone Needs to Know | |
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Defining Performance Objectives | |
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Performance Objective Tips | |
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What Everyone Needs to Know | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Performance Assessment | |
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What? Where? Why? How? | |
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Summative and Formative | |
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Eliminate A and D; Guess B or C | |
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What Everyone Needs to Know | |
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Assessment Strategies | |
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From Standard to Assessment | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Data | |
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What Is Data and From Where Does It Come? | |
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The Standards-Based Model and Data | |
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What Everyone Needs to Know | |
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Form Versus Function | |
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Simplicity Is the Key | |
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Student Portfolios | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Unit Design | |
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Units Create Focus | |
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What Everyone Needs to Know | |
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Aids for the Educator | |
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Measuring Success | |
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What Did You Do in School Today? | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Lesson Design | |
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Hey, I Just Follow the Curriculum | |
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Questions to Ask | |
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Where There's a Need, There's A Way | |
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What Everyone Needs to Know | |
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Lesson Design Steps | |
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The Transfer and Retention of Learning | |
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Lesson Design Planner | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Differentiation | |
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Teaching Versus Learning | |
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Differentiation Defined | |
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Learning Styles Versus Teaching Styles | |
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What Everyone Needs to Know | |
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Differentiated Step Lessons: Method 1 | |
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Sample Step Lessons Using Method 1 | |
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Differentiated Step Lessons: Method 2 | |
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Sample Step Lessons Using Method 2 | |
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Differentiated Classroom 101 | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Scaffolding | |
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Defining Scaffolding | |
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What Everyone Needs to Know | |
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Tools to Develop Understanding | |
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The Three P's of Scaffolding Pieces: Problems, Projects, and Presentations | |
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Model Behavior | |
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Sample Lesson With Scaffolding | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Instructional Grouping | |
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Grouping Defined | |
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What Everyone Needs to Know | |
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Grouping Size | |
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So, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore? | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Brain-Based Learning | |
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What Everyone Needs to Know | |
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The Male and Female Brains | |
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Engage the Brain | |
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Strategies for Meaningful Learning | |
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Sample Lesson | |
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Am I Doing It Right? | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Summary | |
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Reporting Progress | |
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What Everyone Needs to Know | |
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What Most People Need to Know | |
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What Some People Need to Know | |
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Easy...Easier...Easiest in Grading Systems | |
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Summary | |
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Glossary | |
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References | |
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Index | |