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    Differentiating instruction : collaborative planning and teaching for universally designed learning / Jacqueline S. Thousand, Richard A. Villa, Ann I. Nevin.

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    • Title:Differentiating instruction : collaborative planning and teaching for universally designed learning / Jacqueline S. Thousand, Richard A. Villa, Ann I. Nevin.
    •    
    • Author/Creator:Thousand, Jacqueline S., 1950-
    • Other Contributors/Collections:Villa, Richard A., 1952-
      Nevin, Ann.
    • Published/Created:Thousand Oaks, CA : Corwin Press, ©2007.

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    • Library of Congress Subjects:Individualized instruction.
      Teaching teams.
    • Description:xviii, 235 p. : ill. ; 28 cm.
    • Notes:Includes bibliographical references (pages 213-224) and index.
    • ISBN:9781412938600 (cloth : alk. paper)
      9781412938617 (pbk. : alk. paper)
    • Contents:1. Why Differentiation of Instruction Now?
      Rationales for Differentiated Instruction
      Rationale #1: Meet Needs of Diverse Students
      Rationale #2: Meet Legal Mandates
      Rationale #3: Be Ethical in Implementing Democratic Values
      Rationale #4: Dispel Myths
      Rationale #5: Be Effective
      Retrofit and Universal Design: Two Approaches to Differentiated Instruction
      Overview of the Book
      Emerging Research and Resources
      2. Accessing the General Education Curriculum Through a Retrofit Framework
      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
      UDL Cycle for Differentiating Content, Product, and Process
      Design Point #1: Gathering Facts About the Learners
      Design Point #2: Content
      Design Point #3: Product
      Design Point #4: Process
      Pause and Reflect About Student-Specific Teaching Strategies and Supports
      Putting It All Together With the Co-teaching Universal Design Lesson Plan
      4. Gathering Facts About the Learners
      Record Review
      Family-Centered and Culturally Responsive Fact Gathering
      Interest Inventories
      Learning Preferences Information
      Multiple Intelligences
      Data-Based Observations Including Functional Behavioral Assessments and Cooperative Group Monitoring
      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 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
      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 Assessment
      Curriculum-Based Assessments
      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
      Complexities of the Process of Instruction (Graphic Organizer)
      Instructional Formats
      Instructional Arrangements
      Instructional Strategies
      Applying Concepts From Learning Preferences Frameworks
      Integration of the Arts
      Social and Physical Environment
      Co-teaching Approaches
      Pause and Reflect
      8. Collaborative Planning for Differentiated Instruction
      Rationale for, and Benefits of, Collaborative Planning and Teaching
      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 to Differentiate Instruction
      10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Fourth Grade Social Studies
      Co-teacher Professional Development Activities
      Multiple Methods for Accessing the History Content
      Differentiating the Products (Outcomes) of Learning
      Differentiating the Instructional Processes
      Implementing the UDL Plan
      Using the Lesson Plan Template
      11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics
      Professional Development Activities
      Gathering (New) Facts About the Learners
      Multiple Methods for Accessing the Content for Algebra 1
      Differentiating the Products (Outcomes) of Learning
      Differentiating the Instructional Processes
      Implementing the UDL Plan
      Using the Universal Design Lesson Plan Template
      12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science
      Planning to Change From a Retrofit Approach to a Universal Design Approach
      Gathering (Additional) Facts About the Learners
      Prior to the Lesson
      Differentiate Products
      Differentiate the Learning Process
      Differentiated Processes in the Class
      Reflection
      13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts
      Co-teacher Professional Development Activities
      Gathering Facts About the Learners
      Differentiate the Content and Materials
      Differentiate the Process
      Planned Lesson
      Pause and Reflect
      14. Epilogue: Pause and Reflect.
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