Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners (Updated Anniversary Edition)(Free Spirit Professional®)

Table of Contents:
List of Reproducible Pages List of Figures Foreword to This Anniversary Edition Introduction Part 1 — Getting Ready Chapter 1: What Is Differentiation? Differentiated Instruction: One Size Doesn’t Fit All You May Be Differentiating Already Our Diverse Classrooms What Do We Differentiate? What Is the Teacher’s Role? Questions and Answers About Differentiating Instruction How Differentiated Is Your Classroom? Chapter 2: Who Are Your Students? Discovering Your Students Finding Out What Students Know The Importance of Knowing Your Students Chapter 3: What Do You Teach? Essential Questions Unit Questions Using Essential and Unit Questions to Differentiate Instruction 56 Choosing a Unit of Your Own Mapping Your Curriculum Part 2: Differentiation in Action Chapter 4: How Do You Teach? Planning for Challenge and Variety Challenge: Bloom’s Levels of Thinking Variety: Gardner’s Nine Ways of Thinking and Learning How Differentiated Is Your Current Unit? The Matrix Plan A Sample Matrix Plan Differentiating Your Unit Using a Matrix Plan The Integration Matrix Many Uses for Your Matrix Chapter 5: What Do Students Need? Flexible Instructional Grouping Personalizing Learning with Flexible Grouping Flexible Grouping at Exit Points Flexible Grouping Compared with Other Grouping Strategies Questions and Answers About Flexible Grouping Tips on Managing Flexible Groups Student Independence and Flexible Groups Chapter 6: What Do Students Need? Tiered Assignments Six Ways to Structure Tiered Assignments Deciding When and How to Tier an Assignment Guidelines for Designing Tiered Assignments How to Organize Groups and Give Directions Making Tiering Invisible Chapter 7: What Do Students Need? Choices Pathways Plans Project Menus Challenge Centers Spin-Offs Chapter 8: What About Grading? Establishing Quality Criteria for Differentiated Activities Grades Are Cumulative Don’t Grade Everything Grades = Rigor Totally 10 Chapter 9: How Do You Manage Differentiation? Preparing to Differentiate Preparing Your Students and Classroom Managing Student Work Chapter 10: How Do You Differentiate for Special Populations?  Differentiated Instruction and Special Needs Students An Idea from Your Special Education Colleagues Other Differentiation Strategies for Special Needs Students Differentiated Instruction for Gifted and Talented Students Curriculum Compacting Individual Planning The Importance of Mentors Final Thoughts: Teaching as a Creative Activity Appendix A:Letter to Families Appendix B:Differentiating Classroom Discussions Using Classroom Questions to Differentiate Learning Brainstorming Learning Dialogues Appendix C: Content Catalysts, Processes, and Products (CCPP) Toolkit References and Resources Index About the Author

About the Author :
Diane Heacox, Ed.D., is a consultant and professional development trainer focusing on strategies to increase learning success for all students. She is professor emerita at St. Catherine University in St. Paul, Minnesota. She is a national and international consultant and professional development trainer to both public and private schools on a variety of topics related to teaching and learning. Dr. Heacox has taught at both elementary and secondary school levels and has served as a gifted education teacher and administrator, as well as an instructional specialist in public education. Dr. Heacox is also the author of four books. Her first book for Free Spirit Publishers was Up From Underachievement: How Teachers, Students, and Parents Can Work Together. Her second book, Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners was updated and re-released in 2012. Making Differentiation a Habit earned the 2010 Association of Education Publishers Distinguished Achievement Award and was updated in 2017. Her book coauthored with Richard Cash, Differentiation for Gifted Learners: Going Beyond the Basics, received the 2014 Legacy Book Award for Educators by the Texas Association for Gifted and Talented. Dr. Heacox’s books have been translated into Dutch, Hungarian, Korean, Arabic, and Portuguese. Her Differentiation Classroom Practices Inventory was used by the Ministry of Education in Portugal for conducting a national survey of classroom practices. Dr. Heacox serves on the Board of Directors of the Minnesota Association of Supervision and Curriculum Development (MN ASCD) and the Minnesota Department of Education Gifted Education Advisory Board. She is the past chair for the Middle Level Network and the Education committee for National Association for Gifted Children and the current facilitator of the Higher Education Division for international ASCD. Dr. Heacox was recognized by the Minnesota Educators of Gifted and Talented as a Friend of the Gifted for service to gifted education. She is also in the University of St. Thomas Educators Hall of Fame for contributions to the field of education.