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List of Figures | |
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List of Tables | |
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Acknowledgements | |
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About the Authors | |
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Why Differentiation of Instruction, Now? | |
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Rationales for Differentiated Instruction | |
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Meet Needs of Diverse Students | |
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Meet Legal Mandates | |
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Be Ethical in Implementing Democratic Values | |
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Dispel Myths | |
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Be Effective | |
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Retrofit and Universal Design: Two Approaches | |
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Overview of the Book | |
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Accessing the General Education Curriculum Through a Retrofit Approach | |
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Elementary Science and Social Studies | |
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Middle Level Mathematics | |
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Middle Level Science | |
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High School Language Arts | |
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What Do You Know About Retrofitting as a Way to Differentiate Instruction? | |
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Access to Curriculum Through Universal Design for Learning | |
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The Universal Design for Learning Cycle for Differentiating Content, Process, and Product | |
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Putting it All Together: The Co-Teaching Universal Design Lesson Plan Template | |
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Gathering Facts About the Learners | |
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Record Review | |
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Family-Centered and Culturally-Responsive Fact Gathering | |
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Interest Inventories | |
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Applying Concepts From Learning Preferences Frameworks | |
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Data-Based Observations | |
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Making Action Plans (MAPS) | |
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Disability Specific Information | |
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Co-Teacher Roles in Gathering Facts | |
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Pause and Reflect | |
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Differentiating Access to the Content of Learning | |
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What is Content? | |
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Ways to Promote Access | |
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Taxonomies and Objectives: Using and Not Abusing Them | |
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Layered Curriculum and Levels of Participation | |
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Differentiating Content Using Graphic Organizers and Educational Technology | |
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Differentiating Content With Culturally-Responsive Techniques | |
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Involving Students in Determining Content | |
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Co-Teacher Roles in Differentiating Content | |
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Pause and Reflect | |
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Differentiating the Products of Learning | |
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Why Differentiate in Climate of High Stakes Testing? | |
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Using Culturally-Responsive Techniques to Differentiate Products | |
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Using a Taxonomy of Objectives to Differentiate Products and Assessment | |
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Applying Concepts From Learning Preferences Frameworks to Differentiate Assessment | |
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Using Formative Assessment and Scaffolding to Differentiate | |
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Curriculum-Based Assessments | |
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Differentiating How Teachers Grade Products | |
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Co-Teacher Roles in Differentiating Products of Learning | |
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Pause and Reflect | |
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Differentiating the Process of Learning | |
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The Complexities of the Process of Learning (Graphic Organizer) | |
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Instructional Formats | |
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Instructional Arrangements | |
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Instructional Strategies | |
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Social and Physical Environment | |
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Co-Teaching Approaches | |
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Pause and Reflect | |
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Collaborative Planning for Differentiated Instruction | |
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Effective and Efficient Use of Planning Time | |
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Development of Relationships Among Team Members: It's a Process! | |
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Are We Really an Effective Planning Team? | |
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Co-Teaching to Deliver Differentiated Instruction | |
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Research Base for Co-Teaching | |
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Who Can Be Co-Teachers? | |
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Four Approaches to Co-Teaching | |
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Questions About Co-Teaching and Differentiated Instruction | |
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UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies | |
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Kevin and His Teachers: The Story | |
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The UDL Lesson | |
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UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics | |
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Rose and Her Teachers: The Story | |
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The UDL Lesson | |
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UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science | |
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Tina and Her Teachers: The Story | |
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The UDL Lesson | |
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UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts | |
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Chang, Deeandre, Yolanda, and Maarten and their Teachers: The Story | |
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The UDL Lesson | |
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Epilogue: Pause and Reflect | |
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Appendix | |
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References | |
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Index | |