You are here

Differentiating Instruction
Share

Differentiating Instruction
Collaborative Planning and Teaching for Universally Designed Learning

Edited by:


March 2007 | 256 pages | Corwin
In Differentiating Instruction, Jacqueline S. Thousand, Richard A. Villa, and Ann I. Nevin demonstrate how to use co-planning, co-teaching, and collaboration to differentiate instruction more effectively. This new resource, which follows the authorsÆ bestseller, A Guide to Co-Teaching, showcases examples of good practice using differentiated instruction through retrofit and universal design.
 
List of Figures
 
List of Tables
 
Acknowledgements
 
About the Authors
 
1. Why Differentiation of Instruction, Now?
Rationales for Differentiated Instruction

 
Meet Needs of Diverse Students

 
Meet Legal Mandates

 
Be Ethical in Implementing Democratic Values

 
Dispel Myths

 
Be Effective

 
Retrofit and Universal Design: Two Approaches

 
Overview of the Book

 
 
2. Accessing the General Education Curriculum Through a 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 Universal Design for Learning Cycle for Differentiating Content, Process, and Product

 
Putting it All Together: The Co-Teaching Universal Design Lesson Plan Template

 
 
4. Gathering Facts About the Learners
Record Review

 
Family-Centered and Culturally-Responsive Fact Gathering

 
Interest Inventories

 
Applying Concepts From Learning Preferences Frameworks

 
Data-Based Observations

 
Making Action Plans (MAPS)

 
Disability Specific Information

 
Co-Teacher Roles in Gathering Facts

 
Pause and Reflect

 
 
5. Differentiating Access to the Content of Learning
What is Content?

 
Ways to Promote Access

 
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-Responsive Techniques

 
Involving Students in Determining Content

 
Co-Teacher Roles in Differentiating Content

 
Pause and Reflect

 
 
6. Differentiating the Products of Learning
Why Differentiate in Climate of High Stakes Testing?

 
Using Culturally-Responsive Techniques to Differentiate Products

 
Using a Taxonomy of Objectives to Differentiate Products and Assessment

 
Applying Concepts From Learning Preferences Frameworks to Differentiate Assessment

 
Using Formative Assessment and Scaffolding to Differentiate

 
Curriculum-Based Assessments

 
Differentiating How Teachers Grade Products

 
Co-Teacher Roles in Differentiating Products of Learning

 
Pause and Reflect

 
 
7. Differentiating the Process of Learning
The Complexities of the Process of Learning (Graphic Organizer)

 
Instructional Formats

 
Instructional Arrangements

 
Instructional Strategies

 
Social and Physical Environment

 
Co-Teaching Approaches

 
Pause and Reflect

 
 
8. Collaborative Planning for Differentiated Instruction
Effective and Efficient Use of Planning Time

 
Development of Relationships Among Team Members: It's a Process!

 
Are We Really an Effective Planning Team?

 
 
9. Co-Teaching to Deliver Differentiated Instruction
Research Base for Co-Teaching

 
Who Can Be Co-Teachers?

 
Four Approaches to Co-Teaching

 
Questions About Co-Teaching and Differentiated Instruction

 
 
10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: 4th Grade Social Studies
Kevin and His Teachers: The Story

 
The UDL Lesson

 
 
11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
Rose and Her Teachers: The Story

 
The UDL Lesson

 
 
12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
Tina and Her Teachers: The Story

 
The UDL Lesson

 
 
13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts
Chang, Deeandre, Yolanda, and Maarten and their Teachers: The Story

 
The UDL Lesson

 
 
14. Epilogue: Pause and Reflect
 
Appendix
 
References
 
Index

"Finally, a book that puts it all together! An excellent desktop reference for collaborative teachers and administrators. Thoughtfully presents strategies that will yield success for our diverse learners."

Cathy Orlando, Facilitator
Florida Inclusion Network, Miami-Dade County Public Schools

"A very meaningful road map for approaching instruction that provides practical examples without giving a recipe. Foundations are laid so that individuals can design instruction to meet diverse learning needs."

Gwendolyn Webb-Johnson, Assistant Professor
Texas A&M University

"No other team of authors does a better job of examining 'what works' for students with a wide range of needs and abilities (including students with significant disabilities) while also taking seriously the charge of meeting the needs of culturally and linguistically diverse learners."

Paula Kluth, Consultant and Independent Scholar

"Takes three very big ideas in education—universal design, collaboration, and differentiated instruction—and combines them in a novel and engaging way"

Douglas Fisher, Co-Director
Center for the Advancement of Reading

"Presents practical, feasible ways to get started with differentiated instruction."

Jay McTighe, Educational Consultant
McTighe and Associates

"I look forward to the contribution this book will make to practice in diverse classrooms."

Carol Ann Tomlinson, Author
The Parallel Curriculum

“A practical resource and a teacher-friendly manual for both general and special education teachers who work with diverse students across grade levels and abilities.”

Education Libraries, Spring 2008, Vol. 30(3)

Preview this book

Jacqueline Sue Thousand

Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr.... More About Author

Richard A. Villa

Learn more about Richard Villa's PD offeringsRichard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and... More About Author

Ann I. Nevin

Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the... More About Author

Purchasing options

Please select a format:

ISBN: 9781412938617
$38.95 
ISBN: 9781412938600
$85.95