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The Elementary Teacher’s Book of ListsGary Robert Muschla, Judith A. Muschla, and Erin Muschla • ISBN 978-0-470-50198-6
The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with AttentionDeficit DisordersSandra F. Rief • ISBN 978-0-7879-6591-4
The Reading Teacher’s Book of Lists, Fifth EditionEdward B. Fry and Jacqueline E. Kress • ISBN 978-0-7879-8257-7
The Vocabulary Teacher’s Book of ListsEdward B. Fry • ISBN 978-0-7879-7101-4
The Art Teacher’s Book of Lists, Second Edition, Grades K–12Helen D. Hume • ISBN 978-0-470-48208-7
The Special Educator’s Book of Lists, Second EditionRoger Pierangelo • ISBN 978-0-7879-6593-8
The School Counselor’s Book of Lists, Second EditionDorothy J. Blum and Tamara E. Davis • ISBN 978-0-470-45065-9
The ESL/ELL Teacher’s Book of Lists, Second EditionJacqueline E. Kress • ISBN 978-0-470-22267-6
The American History Teacher’s Book of ListsFay R. Hansen • ISBN 978-0-13-092572-5
The Homeschooling Book of ListsMichael Leppert and Mary Leppert • ISBN 978-0-7879-9671-0
The Literature Teacher’s Book of Lists, Second EditionJudie L. H. Strouf • ISBN 978-0-7879-7550-0
The Math Teacher’s Book of Lists, Second EditionJudith A. Muschla and Gary Robert Muschla • ISBN 978-0-7879-7398-8
The Writing Teacher’s Book of Lists, Second EditionGary Robert Muschla • ISBN 978-0-7879-7080-2
The Physical Education Teacher’s Book of ListsMarian D. Milliken • ISBN 978-0-7879-7887-7
The Health Teacher’s Book of ListsPatricia Rizzo-Toner and Marian Milliken Ziemba • ISBN 978-0-130-32017-9
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Library of Congress Cataloging-in-Publication Data
Fox, Jenifer.The differentiated instruction book of lists / Jenifer Fox, Whitney Hoffman.
p. cm.–(J-B ed : reach and teach ; 6)Includes bibliographical references and index.
ISBN 978-0-470-95239-9 (pbk.)ISBN 978-1-118-09440-2 (ebk.)ISBN 978-1-118-09441-9 (ebk.)ISBN 978-1-118-09442-6 (ebk.)
1. Individualized instruction–United States. 2. Inclusive education–United States. 3. Mainstreaming ineducation–United States. 4. Classroom management–United States. I. Hoffman, Whitney, 1966- II. Title.
LC1201.F69 2011371.9′0460973—dc23
2011017902
Printed in the United States of Americafirst editionPB Printing 10 9 8 7 6 5 4 3 2
The AuthorsJenifer Fox, author of Your Child’s Strengths (Viking, 2008; Penguin, 2009) and Stories
of Excellence: Case Studies of Exemplary Teaching and Learning with Technology (NAIS,2008), is widely considered the international leader in developing strengths-based curriculumfor youth. Ms. Fox is a school consultant, public speaker, and creator of Strong Planet, amedia-driven interactive curriculum to help all kinds of learners discover their strengths.Ms. Fox served for twenty-five years as a public and independent school administratorand teacher. Her experience includes creating strengths-based teacher evaluation programs,teacher and parent partnerships, and sustainable professional growth programs. She is thehead of school at the Clariden School, a progressive K–12 school in Southlake, Texas, thatfocuses on Montessori, strengths, and innovation and is truly a laboratory for differentiatedinstruction and personalized learning. Ms. Fox also moderates the Personalized LearningGroup on Edutopia, is an expert blogger for the National Journal, and writes for the HuffingtonPost. She holds an undergraduate degree from the School of Education at the University ofWisconsin-Madison, a master of arts (MA) in Writing from Middlebury College’s BreadloafSchool of English, and a master of education (M.Ed.) from Harvard University. She isa certified public school teacher and principal who has been widely published and madenumerous expert appearances on television, radio, and in print. She is often invited to speakbefore audiences of parents and educators throughout the world. Her growing platformcrosses between public and independent schools, and she is the founder of the nonprofitorganization The Strengths Movement in Schools (http://www.strengthsmovement.com).
Whitney Hoffman is the director of Hoffman Digital Media (http://www.whitneyhoffman.com), which produces digital content for the Web, and has created and
produced the LD Podcast (http://www.ldpodcast.com) for five years. The LD Podcastfeatures interviews with educational experts including Dr. Robert Brooks, Dr. RussellBarkley, Dr. Tom Brown of Yale University, Dale Brown from LD Online, Jenifer Fox, RichWeinfeld, Peter Wright, Dr. Stuart Brown from the National Institute of Play, Rick LaVoie,and various other professionals, educators, physicians, and parents. Over 100 podcasts havebeen produced, downloaded over 100,000 times. Ms. Hoffman also produces OB-GYN ToGo, a podcast for medical resident education. Her work on OB-GYN To Go has resultedin publication of an academic paper showing the improvement in learning and retentionin resident physicians who use podcasts as part of their education process. Ms. Hoffmanis the mother of two children with learning disabilities, both of whom have attendedboth private and public schools. She has served as the chair of Community Education atthe Centreville School in Wilmington, Delaware. With degrees in developmental biologyfrom the University of Pennsylvania and a law degree from the Dickinson School of Law,
v
vi The Authors
Ms. Hoffman delivers considerable knowledge and experience when it comes to makingthe complex world of special education understandable for parents and educators in onlinedigital platforms. She speaks regularly before audiences on the use of social media platformsto create communities of learning in both the education and business worlds. She also holdsa position on the Kennett Consolidated School District Technology Committee, advisingabout the integration of technology in the classroom, and with Jenifer Fox, moderates thePersonalized Learning Group on Edutopia. Ms. Hoffman is also the director of operations forthe Podcamp Foundation, which produces digital media community-based unconferences.
For more information on the authors, or to access additional exclusive Web-basedresources, please go to their website located at http://www.differentiatedinstruction.co.
AcknowledgmentsFrom Jenifer
Whitney, for thinking of me and bringing me into this project
Marjorie McAneny and everyone at Jossey-Bass for their support and direction
Amy, Paul, and Clay for a place to write and the accompanying support
The faculty of the University of Wisconsin-Madison School of Education for teachingme much of what I know about teaching
William Patterson and Wendy Moore, my first mentors
All the education reformers who tirelessly keep pushing the boulder up the hill
To Carl, thank you for everything
From WhitneyThe first people we need to thank are Marjorie McAneny and Tracy Gallagher for beingsupportive and encouraging from the very start and to Dale Brown for recommending us inthe first place.
Additional heartfelt thanks go to
My husband, Matt, and my two boys, James and John, for teaching me what learning,patience, and encouragement are about every day
Jenifer Fox for taking a leap with me on this project
My mother, Janet Schumacher, for her support and eagle-eyed copyediting skills
The teachers and educators in the Kennett Consolidated School District, especially DanMaguire, Steve Mancini, Philip Reggio, Tamara Fellows, and Jeffra Leo, for giving me aninside look into what dedicated DI teaching looks like and how well a twelve-year-oldboy can respond
Chris Lehmann and Gary Stager for showing me what great teaching can be and howschool reform starts from each teacher making a child’s life a little bit better at EdConevery year
vii
viii Acknowledgments
Michelle Wolverton for Web design help; Chris Penn, Chris Brogan, C. C. Chapman, andJulien Smith for being incredibly supportive mentors through the whole writing process;and Christina Gorman, Elizabeth Stintson, and Kelly Figueroa for all the encouragementwhen needed most
All the guests, listeners, and readers of the LD Podcast and blog—you give me confidenceevery day
Contents
The Authors v
Acknowledgments vii
Preface xv
Introduction 1
Section 1 Understanding Differentiated Instruction 5
List 1.1. A Vision for the Differentiated InstructionClassroom 6
List 1.2. One-Size-Fits-All Teaching Versus DifferentiatedTeaching 7
List 1.3. Small Things That Make a Big Difference 8
List 1.4. Common Misconceptions 10
List 1.5. Differentiate the Materials 12
List 1.6. Differentiate the Task 14
List 1.7. Differentiate the Homework 15
List 1.8. Differentiate Checking for Understanding 16
List 1.9. Differentiate the Outcome 17
ix
x Contents
List 1.10. Are You Ready for Differentiated Instruction? A FewMore Examples of What Is Expected 18
List 1.11. Definitions of Concepts Commonly Associatedwith Differentiated Instruction 20
Section 2 Teaching with the Individual in Mind 25
List 2.1. Building Relationships 26
List 2.2. Strategies to Determine Individual Strengths 28
List 2.3. Interest Inventories 30
List 2.4. Planning with Learning Styles in Mind 32
List 2.5. Multiple Intelligences and DifferentiatedInstruction 34
List 2.6. Tips for Raising Students’ Comfort Level 35
List 2.7. Tips to Help Struggling Students 37
List 2.8. Tips for Motivating All Students 39
List 2.9. Class Discussion Strategies 41
Section 3 Planning the Differentiated Curriculum 43
List 3.1. Where to Begin and What to Do 44
List 3.2. Tips for Keeping Records for DifferentiatedLesson Plans 46
List 3.3. How to Create Differentiated Lesson Planswith Bloom’s Taxonomy 48
List 3.4. Differentiated Assessments 50
List 3.5. Curriculum Compacting: Why and How 53
List 3.6. What Are Authentic Choices? How to Planwith Them 55
List 3.7. General Planning Tips for the DifferentiatedClassroom 58
Contents xi
Section 4 Most Commonly Used Differentiated InstructionTechniques and How to Use Them 61
List 4.1. Tiered Lessons 63
List 4.2. Scaffolding Tools 66
List 4.3. Project-Based Learning 69
List 4.4. Learning Contracts 73
List 4.5. Graphic Organizers 77
List 4.6. Flexible Grouping 83
List 4.7. Learning Stations 86
List 4.8. Rubrics 88
Section 5 Differentiated Classroom Management 91
List 5.1. Arranging the Classroom for Optimal DifferentiatedInstruction Management 93
List 5.2. Strategies for Differentiated ClassroomManagement 95
List 5.3. Why Students Misbehave 97
List 5.4. Discipline Strategies 100
List 5.5. Strength-Based Discipline: An IndividualizedApproach 102
List 5.6. Examples of Strength-Based Versus Deficit-BasedLabels 104
List 5.7. Classroom Management and ParentalCommunication Tips 105
Section 6 Roles and Responsibilities 109
List 6.1. Classroom Teacher 110
List 6.2. Students 111
List 6.3. Administrators 114
List 6.4. Parents 117
List 6.5. Support Staff 119
xii Contents
Section 7 Using Differentiated Instruction Techniquesat Different Grade Levels 121
List 7.1. Kindergarten 123
List 7.2. Grades 1–5 125
List 7.3. Middle School 128
List 7.4. High School 130
Section 8 Strategies for Differentiating Language Arts 133
List 8.1. What Exemplary Reading Teachers Do toDifferentiate Reading Instruction 135
List 8.2. Strategies to Improve Reading 136
List 8.3. Tips for Differentiating Small-Group ReadingInstruction 138
List 8.4. Assigned Reading: Dealing with Low Interest 139
List 8.5. Differentiated Writing Assignments andStrategies 141
List 8.6. Examples of Exciting Differentiated Language ArtsAssignments 144
List 8.7. Tips for Differentiating Instruction for EnglishLanguage Learners 145
List 8.8. Tips for Differentiating Writing Assignments 146
Section 9 Strategies for Differentiating Math 149
List 9.1. Using Reading and Writing to Differentiate MathInstruction 150
List 9.2. Five Specific Ways to Integrate Writing in the MathCurriculum 152
List 9.3. Group Work as a Way to Differentiate the MathClass 155
List 9.4. Ways to Integrate Group Work in the MathCurriculum 156
List 9.5. Math Manipulatives 158
Contents xiii
List 9.6. Project-Based Learning Ideas and the MathClass 161
List 9.7. Beyond Traditional Quizzes and Tests: DifferentiatedAssessments in Math 164
List 9.8. Math Anxiety and Differentiated Instruction 168
Section 10 Strategies for Differentiating Science 171
List 10.1. General Differentiated Strategies for Science 172
List 10.2. Inquiry-Based Instruction and Science 174
List 10.3. Multimedia Projects, Science, and DifferentiatedInstruction 176
List 10.4. Practical Advice for the Laboratory 177
List 10.5. Technology, Differentiated Instruction, and ScienceClass 179
Section 11 Strategies for Differentiating Social Studies 181
List 11.1. Gallery Walks 182
List 11.2. Time Lines 185
List 11.3. Political Cartoons 186
List 11.4. Authentic Civic Projects 187
List 11.5. Multimedia Presentations 190
List 11.6. Research Methods 193
List 11.7. Class Discussion 195
Section 12 Strategies for Differentiating the Arts 199
List 12.1. Group Work in the Arts 200
List 12.2. Ways to Help All Students Feel Successfulin Art 203
List 12.3. Technology, Differentiated Instruction,and Visual Arts 205
List 12.4. Technology, Differentiated Instruction,and Performing Arts 207