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Differentiated Instructional Strategies in Practice

Differentiated Instructional Strategies in Practice
Training, Implementation, and Supervision

Second Edition

168 pages | Corwin
This revised edition is the ideal accompaniment to the updated edition of the best-selling Differentiated Instructional Strategies: One Size Doesn't Fit All. Still the best book study guide to DI, the book also includes resources for staff developers and principals who are implementing large-scale differentiation initiatives in their instructional programs.
About the Author
Introduction: Adults Need Differentiated Learning Opportunities Too
Part I. Building School Capacity Through Professional Development
I-1. School Capacity and Student Achievement
I-2. Job-Embedded Strategies for Differentiated Professional Development
Part II. Book Study Using Differentiated Instructional Strategies: One Size Doesn't Fit All, 2nd Edition and Other Training Resources
II-1. One Size Doesn't Fit All
II-2. Creating a Climate for Learning
II-3. Knowing the Learner
II-4. Assessing the Learner
II-5. Adjusting, Compacting, and Grouping
II-6. Instructional Strategies for Student Success
II-7. Curriculum Approaches for Differentiated Classrooms
II-8. Putting It All Together in Your Differentiated Classroom
Part III. Managing Change in the Professional Learning Community
III-1. The Implementation Process
III-2. Observation and Supervision
Training Resources

"Provides an excellent resource for understanding the key concepts and strategies of differentiated instruction. Participants in professional development based on this curriculum would experience the instructional strategies firsthand, which would facilitate their application in teaching students."

Maria Timmons Flores, Assistant Professor
Lewis & Clark College

"The examples are real, and any administrator could take the ideas presented and easily incorporate them into the professional development routine."

Kimberly Bright, Assistant Professor of Teacher Education
Shippensburg University

"The book’s major strengths are its fluency, readability, and connection of theory and practice. The activities are doable and will make sense to a classroom teacher."

Belinda G. Gimbert, Coordinator, Transition to Teaching Program
Newport News Public Schools, VA

Gayle H. Gregory

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal... More About Author

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