| |
| |
| About the Authors | |
| |
| |
| Foreword | |
| |
| |
| Introduction: PLCs and Differentiated Instruction | |
| |
| |
| About the Book | |
| |
| |
| Action Options | |
| |
| |
| |
| All About Collaboration | |
| |
| |
| Guiding Principles | |
| |
| |
| Why Are PLCs Formed? | |
| |
| |
| Who Is on a PLC Team? | |
| |
| |
| What Do PLCs Do? | |
| |
| |
| When Do PLC Teams Do Their Collaborative Work? | |
| |
| |
| Where Do PLC Teams Meet? | |
| |
| |
| How Do PLCs and PLC Teams Function? | |
| |
| |
| PLCs and Differentiation | |
| |
| |
| Action Options | |
| |
| |
| T-Chart | |
| |
| |
| |
| All About Differentiation | |
| |
| |
| Research Rationale for Differentiation | |
| |
| |
| Fullan's Theory of Change | |
| |
| |
| Differentiation Theory: A Research-Based Approach | |
| |
| |
| Differentiation Theory: An Experiential Approach | |
| |
| |
| Three Elements of Differentiated Learning | |
| |
| |
| Using Data to Drive Differentiation | |
| |
| |
| Action Options | |
| |
| |
| Four-Fold Concept Development Activity | |
| |
| |
| |
| All About the Learners | |
| |
| |
| Student Readiness | |
| |
| |
| Student Interests | |
| |
| |
| Student Learning Profiles | |
| |
| |
| Student Affect | |
| |
| |
| Inventory Options | |
| |
| |
| Action Options | |
| |
| |
| Identifying Student Traits Brochure | |
| |
| |
| "It's All About Me" Cards | |
| |
| |
| |
| Changing the Content | |
| |
| |
| Content Standards | |
| |
| |
| Changing the Complexity | |
| |
| |
| Changing the Resources | |
| |
| |
| Changing the Environment | |
| |
| |
| Examples of Changing the Content | |
| |
| |
| Action Options | |
| |
| |
| |
| Changing the Process | |
| |
| |
| Direct Instruction Methods | |
| |
| |
| Cooperative Learning Methods | |
| |
| |
| Inquiry Learning Methods | |
| |
| |
| Examples of Changing the Process | |
| |
| |
| Action Options | |
| |
| |
| Tear-Share Differentiation Box | |
| |
| |
| |
| Changing the Product | |
| |
| |
| Three Approaches to Changing the Product | |
| |
| |
| Changing the Entry Points | |
| |
| |
| Changing the Exit Points | |
| |
| |
| Changing the Methods of Accountability | |
| |
| |
| Examples of Changing the Product | |
| |
| |
| Action Options | |
| |
| |
| Sample Scoring Rubric | |
| |
| |
| |
| Diverse-Learner Strategies | |
| |
| |
| Developing Learners | |
| |
| |
| Advanced Learners | |
| |
| |
| English Learners | |
| |
| |
| Learners With Special Needs | |
| |
| |
| Action Options | |
| |
| |
| |
| Changing Lessons for Student Success | |
| |
| |
| Lesson Template Design | |
| |
| |
| Basic Lesson | |
| |
| |
| Elementary Lesson | |
| |
| |
| Middle School Lesson | |
| |
| |
| High School Lesson | |
| |
| |
| Action Options | |
| |
| |
| Lesson Template | |
| |
| |
| |
| Changing Units for Student Success | |
| |
| |
| Multimodal Curriculum Grid of Activities | |
| |
| |
| Multimodal Grid Examples | |
| |
| |
| Action Options | |
| |
| |
| Multimodal Curriculum Unit Template | |
| |
| |
| Multimodal Grid of Activities | |
| |
| |
| |
| Next Steps | |
| |
| |
| Setting New Agendas | |
| |
| |
| Action Options | |
| |
| |
| Semester-Length Timeline for Differentiating Instruction | |
| |
| |
| School-Year-Length Timeline for Differentiating Instruction | |
| |
| |
| References and Resources | |
| |
| |
| Index | |