Differentiating the High School Classroom : Solution Strategies for 18 Common Obstacles
, by Kathie F. NunleyNote: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9781412917155 | 1412917158
- Cover: Hardcover
- Copyright: 11/10/2005
This guide illustrates solutions in action with examples, scenarios, and practice assignments to help teachers differentiate content, process, assignments, and assessments in high school classrooms.
Acknowledgments | p. ix |
About the Author | p. xi |
Introduction: I Just Can't Do That in MY School/Classroom/Situation | p. xiii |
Teachers Are Creative People | p. xiv |
Laugh and the World Laughs With You | p. xv |
So What Is Differentiated Instruction? | p. xvii |
I Long to Return to the Good Old Days | p. 1 |
A Description of the Issue | p. 3 |
Solution Strategies | p. 9 |
I Thought I Was Differentiating | p. 11 |
A Description of the Issue | p. 11 |
Solution Strategies | p. 12 |
Practice Assignments for Overcoming This Obstacle | p. 14 |
I Teach the Way I Was Taught | p. 17 |
A Description of the Issue | p. 17 |
Solution Strategies | p. 18 |
Practice Assignments for Overcoming This Obstacle | p. 19 |
I Don't Know How | p. 23 |
A Description of the Issue | p. 23 |
Solution Strategies | p. 24 |
Practice Assignments for Overcoming This Obstacle | p. 29 |
Example of a Layered Curriculum Unit | p. 32 |
I Have Too Much Content to Cover | p. 35 |
A Description of the Issue | p. 35 |
Solution Strategies | p. 36 |
Realize You Can't Lecture Fast Enough | p. 37 |
Practice Assignments for Overcoming This Obstacle | p. 39 |
I'm Good at Lecturing | p. 41 |
A Description of the Issue | p. 41 |
Classrooms May Result in a Power Struggle | p. 42 |
Solution Strategies | p. 44 |
Perception Is Everything | p. 46 |
Gain Control by Giving Up Some of It | p. 46 |
Practice Assignments for Overcoming This Obstacle | p. 48 |
I Can't See How I Would Grade All Those Different Assignments | p. 51 |
A Description of the Issue | p. 51 |
Solution Strategies | p. 52 |
Practice Assignments for Overcoming This Obstacle | p. 57 |
I Thought Differentiated Instruction Was for Elementary Schools | p. 59 |
A Description of the Issue | p. 61 |
Solution Strategies | p. 63 |
Practice Assignments for Overcoming This Obstacle | p. 63 |
I Subscribe to Ability Grouping | p. 65 |
A Description of the Issue | p. 66 |
Segregation Within the Classroom | p. 67 |
Preparing Global Thinkers | p. 68 |
Solution Strategies | p. 68 |
Practice Assignments for Overcoming This Obstacle | p. 70 |
I Have Real Logistic Issues | p. 73 |
A Description of the Issue | p. 73 |
Solution Strategies and Practice Assignments for Overcoming These Obstacles | p. 73 |
I Want My Classroom Under Control | p. 81 |
A Description of the Issue | p. 81 |
Perception of Control Trumps All | p. 82 |
Leadership Style Determines Perception of Control | p. 83 |
Solution Strategies | p. 84 |
Practice Assignments for Overcoming This Obstacle | p. 85 |
I Don't Know How to Measure My Students' Learning Styles | p. 89 |
A Description of the Issue | p. 89 |
Solution Strategies | p. 90 |
Take a Cue From Your IEPs | p. 92 |
Provide a Home Base | p. 93 |
Practice Assignments for Overcoming This Obstacle | p. 94 |
I Have Neither the Time nor the Funding for All That | p. 97 |
A Description of the Time Issue | p. 97 |
I Don't Have the Time to Plan for All That | p. 97 |
Solution Strategies | p. 98 |
Practice Assignments for Overcoming This Obstacle | p. 98 |
A Description of the Funding Issue | p. 99 |
Solution Strategies and Practice Assignments for Overcoming This Obstacle | p. 100 |
I've Been Teaching This Way for Years and It Works | p. 103 |
A Description of the Issue | p. 103 |
Solution Strategies | p. 104 |
Practice Assignments for Overcoming This Obstacle | p. 105 |
There's No Support for It at My School | p. 109 |
A Description of the Issue | p. 111 |
Solution Strategies | p. 113 |
Practice Assignments for Overcoming This Obstacle | p. 113 |
My District Requires Me to Follow a Prescribed Text | p. 115 |
A Description of the Issue | p. 115 |
Textbook Options Can Create More Effective Readers | p. 115 |
A Variety of Reading Materials Keeps Information Updated | p. 116 |
A Variety of Texts Makes the Information Available to More Students | p. 117 |
Solution Strategies | p. 118 |
Practice Assignments for Overcoming This Obstacle | p. 119 |
Parents Expect Lecture Format in High School for College Prep | p. 121 |
A Description of the Issue | p. 121 |
Differentiated Reading Strategies Help Prepare Students for College Learning | p. 122 |
Solution Strategies | p. 124 |
Practice Assignments for Overcoming This Obstacle | p. 127 |
The Bottom Line-If They Are Learning, You Are Teaching | p. 129 |
A Description of the Issue | p. 129 |
Some Students Struggle With Linguistic-Dependent Input and Output | p. 130 |
Some Students Struggle With Visual Input and Output | p. 131 |
Solution Strategies | p. 132 |
Practice Assignments for Overcoming This Obstacle | p. 132 |
Suggestions for Further Reading | p. 133 |
Layered Curriculum and Other Specific Strategies for Differentiating Instruction | p. 133 |
Neuroscience and Learning | p. 134 |
Inclusion Strategies | p. 135 |
Control Theory and Self-Efficacy | p. 135 |
Pedagogical Theory | p. 137 |
History of the United States School System | p. 138 |
Classroom and School Leadership | p. 139 |
References | p. 141 |
Index | p. 147 |
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