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| Preface to the Second Edition | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction | |
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| Beginning With What Students Know: The Role of Prior Knowledge in Learning | |
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| What Role Does Background Knowledge Play in Learning? | |
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| What Do Research Studies Show About Prior Knowledge? | |
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| The Known and the Unknown | |
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| Things I Know, Think I Know, Want to Know | |
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| What I Know, Want to Know, and Learned | |
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| Getting Organized Graphically | |
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| Visual Sequencing | |
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| Visualizing Cause and Effect | |
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| Seeing Similarities and Differences | |
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| The Whole Pie | |
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| Speaking Categorically | |
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| Commonly Shared Prior Experiences | |
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| Charting a Colorful Course | |
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| Asking the Right Questions | |
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| Guided Anticipation | |
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| Thinking Out Loud | |
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| Using Prior Knowledge Before, During, and After a Lesson | |
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| It's About the Words | |
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| Word Diagramming | |
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| Tracking Progress With Words | |
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| Math Dilemmas | |
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| Suggestions for Further Information About Prior Knowledge | |
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| Active Learning: Differentiated Strategies for All Learners | |
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| What Do Research Studies Show About Active Learning? | |
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| Active Learning in the Classroom | |
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| Give Me Five! An Active Learning Wheel for Teachers and Students | |
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| A Collaborative and Active Learning Sequence | |
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| A Day of Active Division | |
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| Visually Introducing a Unit | |
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| Structured Concepts | |
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| Visual Report Writing | |
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| Charting Skills: Estimation | |
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| Visual Story Mapping | |
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| Mass Media's Messages | |
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| Active Listening | |
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| Active Reading | |
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| Textbooks Are Friends! | |
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| Active Involvement Through Discussion | |
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| It's Notable | |
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| Thinking From A to V | |
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| That's Debatable | |
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| Jigsaw Cards and Puzzles | |
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| I'm Game | |
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| Musical Learning | |
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| Narrative Pantomime | |
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| Role-Playing to Learn | |
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| A Week's Worth of Journaling | |
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| Student Goal Setting | |
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| Project-Based Learning | |
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| Pulling It Together: Class Books | |
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| Suggestions for Further Information About Active Learning | |
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| Ensuring Gender-Fair Instruction | |
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| What Do Research Studies Show About Gender-Equitable Approaches to Improving Student Achievement? | |
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| Conducting a Classroom Gender Audit | |
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| Seeking Student Feedback on Gender Dynamics | |
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| Assessing Bias in Curricular Materials | |
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| Quality Questioning | |
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| Using Inclusive Language | |
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| Thinking While Listening | |
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| Mix and Match | |
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| Playing Games | |
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| Sequence Cards | |
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| Paper Plate Review | |
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| Headbands | |
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| A Word Tool Kit | |
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| Bite-Size Reading | |
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| Teaching Boys to Write | |
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| Six Tips for Tech-Savvy Girls | |
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| Creating a "Boy-Friendly" Classroom | |
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| Exploring New Roles at School | |
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| Peer Support Networks | |
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| Orienting Eighth and Ninth Graders to High School | |
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| Middle School Academic Preparation for High School Success | |
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| Gender Equity Bookmark | |
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| Suggestions for Further Information About Gender Equity | |
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| Teaching Diverse Students: Addressing Language, Class, Culture, and Ability Differences in the Classroom | |
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| The Diversity of the U.S. Educational System | |
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| The Diversity of K-12 Students in the United States | |
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| Defining Racial Diversity | |
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| Defining the Concept of Students With Disabilities | |
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| Defining Students in Poverty | |
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| Defining Limited English Proficient Students | |
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| Implications of Student Diversity for the Classroom | |
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| Teaching Students With Special Needs in Mainstream Classrooms | |
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| Integrating Limited English Proficient Students Into Mainstream Classrooms | |
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| Teaching Racially Diverse Students | |
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| Teaching Students in Poverty | |
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| Reflecting on Teaching in Diverse Classrooms | |
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| Tiered Instruction | |
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| Tiered Spelling | |
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| Do They Get It? Assessing Student Understanding in Inclusive Classrooms | |
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| Teaching Elementary Readers | |
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| Helping Struggling Intermediate Readers | |
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| Teaching Reading in the Content Areas | |
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| Helping Struggling Adolescent Readers | |
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| Using Tutors to Increase Reading Achievement | |
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| An Extra Net: Using Web Sites to Support the Needs of Diverse Learners | |
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| Engaging the Gifted | |
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| Helping New and Incoming Students | |
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| Meeting the Needs of Preliterate English Language Learner Students | |
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| Using English Effectively With English Language Learners | |
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| Geometric Collaboration | |
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| Collaborative Note Taking | |
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| Teaching Standard English in the Multicultural Classroom | |
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| High-Performing Teachers of High-Poverty Students | |
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| Reducing Prejudice by Increasing Critical Thinking | |
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| Multicultural Math | |
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| Multicultural Literature | |
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| Suggestions for Further Information About Teaching Diverse Students | |
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| Assessing Student Performance | |
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| Defining Assessment Terms | |
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| What Does the Research Say About Using Assessment to Improve Teaching and Learning? | |
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| The Power of Performance Assessment | |
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| Using Performance Assessment in the Classroom | |
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| It's Not Business as Usual: Planning for Assessment | |
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| Beginning With the End in Mind | |
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| Taking Stock: Student Self-Assessment | |
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| Collaborative-Assessment Conferences | |
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| Test-Taking Matters | |
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| Test-Taking Rules for Students | |
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| Getting to Know You: Entry Interviews | |
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| Saying Goodbye: Exit Interviews | |
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| Taking Note With Anecdotal Records | |
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| Making Rubrics | |
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| Assessing Orally | |
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| Observation Logs | |
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| Checking Their Lists: Student Checklists | |
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| Learning Logs | |
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| Assessing Nontraditional Results | |
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| Scheduling Assessment | |
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| Suggestions for Further Information About Assessing Student Performance | |
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| Some Concluding Thoughts | |
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| References | |
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| Index | |