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Table of Contents

A Letter to Our Readers

Acknowledgments

About the Authors

  1. Why Differentiation of Instruction Now?
    • What Differentiated Instruction IS (and What It Is NOT)
    • Rationales for Differentiated Instruction
    • Rationale #1: To Meet Needs of Diverse Learners
    • Rationale #2: To Meet Legal Mandates
    • Rationale #3: To Be Ethical in Implementing Democratic Values
    • Rationale #4: To Dispel Myths About Students
    • Rationale #5: To Be Effective Teachers
    • Retrofit and Universal Design: Two Approaches to Differentiated Instruction
    • Systemic Support for Differentiated Instruction
    • Overview of the Book
  2. Accessing the General Education Curriculum Through a Retrofit Framework
    • What Is the Retrofit Approach?
    • Scenario #1: Elementary Science and Social Studies
    • Scenario #2: Middle Level Mathematics
    • Scenario #3: Middle Level Science
    • Scenario #4: High School Language Arts
    • What Do You Know About Retrofitting as a Way to Differentiate Instruction?
  3. Access to Curriculum Through Universal Design for Learning
    • The UDL Cycle for Differentiating Content, Product, and Process
    • Design Point #1: Gathering Facts About the Learners
    • Design Point #2: Differentiate Content and Materials
    • Design Point #3: Product or Differentiate How Students Show What They Know
    • Design Point #4: Differentiate Instructional Processes
    • Pause and Reflect About Student-Specific Teaching Strategies and Supports
    • Putting It All Together With the Universal Design Lesson Plan
  4. Gathering Facts About the Learners
    • Record Review
    • Family-Centered and Culturally Responsive Fact Gathering
    • Interest Inventories
    • Learning Preferences Information
    • Learning and Thinking Styles
    • Multiple Intelligences
    • Data-Based Observations Including Functional Behavioral Assessments and Cooperative Group Monitoring
    • Data-Based Observations
    • Functional Behavioral Assessment
    • Monitoring Cooperative Group Learning
    • Curriculum-Based Assessments
    • Making Action Plans (MAPs)
    • Disability-Specific Information
    • Co-Teacher Roles in Gathering Facts About the Learners
    • Pause and Reflect
  5. Differentiating Access to the Content of Learning
    • What Is Content?
    • Ways to Promote Access to Content
    • Taxonomies and Objectives: Using and Not Abusing Them
    • Layered Curriculum and Levels of Participation
    • Differentiating Content Using Graphic Organizers and Educational Technology
    • Differentiating Content With Culturally and Linguistically Responsive Techniques
    • Involving Students in Determining Content
    • Co-Teacher Roles in Differentiating Content
    • Pause and Reflect
  6. Differentiating and Assessing the Products of Learning
    • Why Differentiate Assessment in a Climate of High-Stakes Testing?
    • Using Culturally Responsive Techniques to Differentiate and Assess the Products of Learning
    • Taxonomy and Learning Preferences Frameworks to Differentiate Products and Assessment
    • Using Bloom’s Taxonomy to Differentiate Products and Assessment
    • Using Learning Preferences Frameworks to Differentiate Products and Assessment
    • Using Bloom’s Taxonomy and Multiple Intelligences Theory to Differentiate Products and Assessment
    • Scaffolding and Curriculum-Based Assessments
    • Scaffolding as Formative Assessment
    • Curriculum-Based Assessment
    • Differentiating How Teachers Grade Products
    • Alternatives to Norm-Referenced Grading Procedures
    • Adapting Criterion-Referenced Grading Systems
    • Self-Referenced Systems
    • Co-Teacher Roles in Differentiating Products of Learning
    • Pause and Reflect
  7. Differentiating the Instructional Processes
    • The Complexities of the Process of Instruction (Graphic Organizer)
    • Instructional Formats
    • Instructional Arrangements
    • Highlights on Cooperative Learning
    • A Focus on Cooperative Strategies for Emerging and Struggling Readers
    • A Highlight on Peer Tutors and Partner Learning Arrangements
    • Instructional Strategies
    • Using Taxonomies
    • Applying Concepts From Learning Preferences Frameworks
    • Integrating the Arts
    • Social and Physical Environment
    • Co-Teaching Approaches
    • Pause and Reflect
  8. Collaborative Planning and Evaluation for Differentiated Instruction
    • The Rationale and Benefits of Collaborative Planning and Teaching
    • Effective and Efficient Use of Planning and Evaluation Time
    • Development of Relationships Among Team Members: It’s a Process!
    • Skills for Building Trust and Establishing Team Norms
    • Communication and Leadership Skills
    • Creative Problem-Solving Skills
    • Conflict Resolution Skills
    • Are We Really an Effective Planning Team?
  9. Co-Teaching to Deliver Differentiated Instruction
    • Why Collaborate to Co-Teach?
    • Research Base for Co-Teaching
    • Who Can Be Co-Teachers?
    • Four Approaches to Co-Teaching
    • Supportive Co-Teaching
    • Parallel Co-Teaching
    • Complementary Co-Teaching
    • Team Co-Teaching
    • Questions About Co-Teaching to Differentiate Instruction
  10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: A Fourth-Grade Social Studies Unit
    • Setting the Context
    • Co-Teacher Professional Development Activities
    • Multiple Methods for Accessing Content
    • Differentiating the Products (Outcomes) of Learning
    • Differentiating the Instructional Processes
    • Instructional Format
    • Instructional Arrangements
    • Instructional Strategies
    • Social and Physical Environment
    • Co-Teaching Approaches
    • Implementing the UDL Plan
    • Using the Lesson Plan Template
  11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
    • Who Are the Teachers?
    • Professional Development Activities
    • Gathering (New) Facts About the Learners
    • Multiple Methods for Accessing the Content for Algebra I
    • Differentiating the Products (Outcomes) of Learning
    • Differentiating the Instructional Processes
    • Group Investigation
    • Cognitively Guided Instruction
    • English Language Learner Techniques
    • Implementing the UDL Plan
    • Using the Universal Design Lesson Plan Template
  12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
    • Who Are the Teachers?
    • Planning to Change From a Retrofit Approach to a Universal Design Approach
    • Gathering (Additional) Facts About the Learners
    • Pause and Reflect: Tina
    • Planning Prior to the Lesson
    • Planning to Differentiate Content and Materials
    • Planning to Differentiate Products
    • Planning to Differentiate the Process of Learning
    • Finalizing the Lesson Plan
    • Differentiation in Action in the Class
    • Reflection

13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts

  • Who Are the Teachers?
  • Co-Teacher Professional Development Activities
  • Gathering Facts About the Learners
  • Differentiating the Content and Materials
  • Key Ideas and Details
  • Craft and Structure
  • Range of Reading and Level of Text Complexity
  • Differentiating the Product
  • Pause and Reflect
  • Differentiating the Process
  • Co-Teacher Roles
  • The Planned Lesson
  • Before the Lesson
  • The Planned Instructional Sequence
  • Pause and Reflect

14. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Mathematics

  • Who Are the Teachers?
  • Co-Teacher Collaborative Planning and Professional Development Activities
  • Gathering Facts About the Learners
  • Anticipating Learners’ Interests, Learning Preferences, Skills, and Conceptual Understanding
  • Multiple Methods for Accessing the Content of Algebra II
  • Unit Theme: Reasoning and Sensemaking
  • Standards Addressed in the Unit
  • Differentiating the Product: Multiple Methods to Demonstrate Unit Objectives
  • Implementation
  • Assessment of Prior Knowledge/Mastery
  • Differentiating the Process of Instruction
  • Planning for Differentiation to Include Evidence-Based Strategies
  • Implementing Differentiated Instructional Processes
  • Using the Lesson Plan Template
  • Reflections
  • Reflections on Facts About the Learners
  • Reflections on Content and Materials Differentiation
  • Reflections on Product and Assessment Differentiation
  • Reflections on Instructional Process Differentiation
  • Peer Observer Feedback and Future Goals

15. Epilogue: Pause and Reflect

  • Values and Assumptions About Students
  • Values and Assumptions About Adults
  • Why Explain Values and Assumptions?

References

Resources

Index