| |
| |
| About the Author | |
| |
| |
| Acknowledgments | |
| |
| |
| Reviewers | |
| |
| |
| Credits | |
| |
| |
| |
| The What, Why, Who, When, and Where of Differentiated Instruction | |
| |
| |
| What Is Differentiated instruction? | |
| |
| |
| Success for Every Student: The Model | |
| |
| |
| Why Differentiate? | |
| |
| |
| Who Needs Differentiated Instruction? | |
| |
| |
| When Should You Differentiate? | |
| |
| |
| Where Is Differentiated Instruction Appropriate? | |
| |
| |
| |
| Start Where You Are: Teacher Beliefs and Knowledge | |
| |
| |
| Mental Models | |
| |
| |
| Models of Teaching and Learning | |
| |
| |
| Examining Your Models | |
| |
| |
| Stages in the Change Process | |
| |
| |
| Starting Where You Are | |
| |
| |
| Start Where They Are: Characteristics of Young Adolescentsp36 | |
| |
| |
| Early Adolescence: A Defining Time of Life | |
| |
| |
| Physical Development | |
| |
| |
| Social Developmentp43 | |
| |
| |
| Emotional Development | |
| |
| |
| Moral Development | |
| |
| |
| Cognitive Development | |
| |
| |
| |
| Start Where They Are: Knowledge of Your Students' Learning Preferences and Interests | |
| |
| |
| Individual Differences | |
| |
| |
| Learning Styles | |
| |
| |
| Intelligences | |
| |
| |
| Student Interests | |
| |
| |
| Obstacles to Differentiating Instruction According to Learner Preferences | |
| |
| |
| |
| Creating and Effective Classroom Learning Community | |
| |
| |
| The Goal of a Classroom Community | |
| |
| |
| The Characteristics of a Learning Community | |
| |
| |
| Participants in a Learning Community Are Caring | |
| |
| |
| Participants in a Learning Community Are Responsible | |
| |
| |
| The Individual in the Community | |
| |
| |
| |
| Quality Curriculum for Young Adolescents | |
| |
| |
| When Students Are Part of the Problem | |
| |
| |
| Essential Understandings | |
| |
| |
| Essential Questions | |
| |
| |
| After the Questions | |
| |
| |
| Differentiation and Essential Understandings | |
| |
| |
| |
| Start Where They Are; Knowledge of Your Students' Understanding | |
| |
| |
| Why Pre-Assess? | |
| |
| |
| The Purpose of Pre-Assessments | |
| |
| |
| Designing and Administering Pre-Assessments | |
| |
| |
| Ways to Pre-Assess | |
| |
| |
| Using Pre-Assessment Information | |
| |
| |
| |
| Unit and Lesson Design in a Differentiated Classroom | |
| |
| |
| Unit Design | |
| |
| |
| Instructional Approaches | |
| |
| |
| Lesson Design | |
| |
| |
| |
| Start Where They Are: Powerful Instructional Strategies | |
| |
| |
| Identifying Similarities and Differences | |
| |
| |
| Summarizing and Note Taking | |
| |
| |
| Nonlinguistic Representations | |
| |
| |
| Generating and Testing Hypotheses | |
| |
| |
| Questions, Cues, and Advance Organizers | |