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Differentiating Instruction
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Differentiating Instruction
Planning for Universal Design and Teaching for College and Career Readiness

Second Edition
Edited by:


March 2015 | 360 pages | Corwin

The ultimate guide to leaving no child behind—newly updated!

 

Now in its second edition, this best-selling book is your one-stop resource for differentiated instruction. Whether you’re new to the concept or just looking to improve your approach, you’ll find tools to meet the needs of all your students—in a way that works for you. You’ll discover how innovative approaches, such as Universal Design for Learning (UDL) and retrofitting, can help you adapt general education curriculum to fit diverse learning styles.

 

Featuring case studies at the elementary, middle, and high school levels, this new edition offers

 

  • More easy-to-use strategies to differentiate instruction in mixed ability classrooms
  • A new chapter on collaborative planning and evaluation, plus a discussion of co-teaching and differentiation
  • Updated lesson plans tied to the Common Core
  • A greater emphasis on cultural proficiency, ELLs, and gifted students
  • New technology references and resources
  • A strengthened link to RTI

 

Every student is different—and every classroom is different, too. With multiple options to differentiate instruction at any point along the way, this essential guide will help you create the path to success for every student.


"Thousand, Villa, and Nevin take three very big ideas in education
Universal Design, Collaboration, and Differentiated Instructionand combine them in a novel and engaging way. And they practice what they preach – the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft."

—Douglas Fisher, Professor

San Diego State University

 

"The extensive emphasis on technology, case studies, and lesson plans throughout the book provide a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey.”

—Mary Falvey, Retired Dean and Professor Emeritus

California State University, Los Angeles

 

 
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

"Thousand, Villa, and Nevin take three very big ideas in education - Universal Design, Collaboration, and Differentiated Instruction - and combine them in a novel and engaging way.  And they practice what they preach  the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft."

Douglas Fisher, Professor
San Diego State University, San Diego, CA

"The extensive emphasis on technology throughout the book and in the case studies and lesson plans provides a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey. "

Mary Falvey, Ph.D., Retired Dean and Prof. Emeritus
Charter College of Education, California State University, Los Angeles

"This book provides a whole range of practical tools for meeting wide-ranging student needs.  Can’t start from scratch because of district mandates and pre-purchased curricula?  Fine—here’s how to retrofit to accommodate student needs.  Want to develop an instructional plan based on UDL principles?  Fine—here it is, from soup to nuts.  Teachers, university students, and administrators will find practical solutions to instruction firmly embedded in evidence-based theory, to meet all of their needs."

 

Jean Ann Summers, Ph.D., Associate Director/Research Professor
Beach Center on Disability, Life Span Institute, University of Kansas

It is a great book with excellent practical information for practicing and pre-service teachers. I would like to see a video that goes along with it like the previous version otherwise I will have to consider adopting a new book for the next time I teach.

Professor Jennifer L Craft
Education, Johns Hopkins University
January 14, 2016

current - aligned with common core - well written - valuable resources for students

Professor Jennifer Craft
Education, Johns Hopkins University
June 1, 2015

For instructors

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ISBN: 9781483344454
£28.99