Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators

著者

書誌事項

Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators

William N. Bender

Corwin Press, c2008-c2009

2nd ed

  • : cloth
  • : pbk
  • : multimedia kit

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注記

"A joint publication with the Council for Exceptional Children."

Includes bibliographical references (p. 193-201) and index

HTTP:URL=http://www.loc.gov/catdir/toc/ecip0713/2007011193.html Information=Table of contents only

Multimedia kit: in case (33 cm)

内容説明・目次

巻冊次

: cloth ISBN 9781412954457

内容説明

Written for teachers who want to know how to differentiate instruction for students with learning difficulties, the second edition of Differentiating Instruction for Students with Learning Disabilities draws upon the bestselling success of the first edition in explicitly showing what differentiated instruction is and how to use differentiated strategies in the classroom. With more concentration on brain-research, multiple intelligence, response to intervention (RTI), tiered instruction, and universal design for learning (UDL), William N. Bender provides the most comprehensive book on differentiated instruction and learning disabilities based on scientific research and with a practical, teacher-friendly approach. An updated reference section, brief "Teaching Tips" side bars, and thought-provoking new feature "Reflections" augment this powerful resource that educators can immediately use in the classroom with all students who have learning disabilities, who are at-risk, and who may have learning difficulties.

目次

About the Author Acknowledgments Introduction 1. What Is Differentiated Instruction? Foundations of Differentiated Instruction Why Should I Move Into Differentiated Instruction? Planning a Differentiated Lesson Several Differentiation Instructional Ideas What's Next? 2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning Universal Design Structuring the Classroom for Differentiation A Recommended Room Arrangement Model Teaching Tactics for Students With Learning Disabilities The Self-Monitoring Strategy The Responsibility Strategy What's Next? 3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction The Need for Student Support Scaffolded Instruction Graphic Organizers Reconstructive Elaborations Reciprocal Teaching Conclusion What's Next? 4. Learning Strategy Training Why a Learning Strategy Approach? What Is a Learning Strategy? Using Learning Strategies A Strategy Training Example Learning Strategies in Math Developing Your Own Strategies Conclusion What's Next? 5. Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time Initiating a Peer Tutoring System Classwide Peer Tutoring (CWPT) Peer-Assisted Learning Strategies (PALS) Conclusion What's Next? 6. Response to Intervention: Performance Monitoring for Differentiating Instruction Response to Intervention: Monitoring Student Performance Precision Teaching Response to Intervention Assessment Innovations Assessment Modifications for the Differentiated Class Conclusion What's Next? 7. Differentiation in Reading and Literacy Instruction What Is Literacy Instruction? Phonological Awareness and Instruction DIBELS: Measuring Early Literacy Word Attack and Word Recognition Vocabulary: Comprehending Words Reading Fluency Reading Comprehension Strategies Conclusion What's Next? 8. Implementing Differentiated Instruction Self-Evaluation and Self-Congratulations A Professional Development Learning Community on Differentiation Individual Implementation of Differentiation Conclusion References Index
巻冊次

: pbk ISBN 9781412954464

内容説明

Written for teachers who want to know how to differentiate instruction for students with learning difficulties, the second edition of Differentiating Instruction for Students with Learning Disabilities draws upon the bestselling success of the first edition in explicitly showing what differentiated instruction is and how to use differentiated strategies in the classroom. With more concentration on brain-research, multiple intelligence, response to intervention (RTI), tiered instruction, and universal design for learning (UDL), William N. Bender provides the most comprehensive book on differentiated instruction and learning disabilities based on scientific research and with a practical, teacher-friendly approach. An updated reference section, brief "Teaching Tips" side bars, and thought-provoking new feature "Reflections" augment this powerful resource that educators can immediately use in the classroom with all students who have learning disabilities, who are at-risk, and who may have learning difficulties.

目次

About the Author Acknowledgments Introduction 1. What Is Differentiated Instruction? Foundations of Differentiated Instruction Why Should I Move Into Differentiated Instruction? Planning a Differentiated Lesson Several Differentiation Instructional Ideas What's Next? 2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning Universal Design Structuring the Classroom for Differentiation A Recommended Room Arrangement Model Teaching Tactics for Students With Learning Disabilities The Self-Monitoring Strategy The Responsibility Strategy What's Next? 3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction The Need for Student Support Scaffolded Instruction Graphic Organizers Reconstructive Elaborations Reciprocal Teaching Conclusion What's Next? 4. Learning Strategy Training Why a Learning Strategy Approach? What Is a Learning Strategy? Using Learning Strategies A Strategy Training Example Learning Strategies in Math Developing Your Own Strategies Conclusion What's Next? 5. Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time Initiating a Peer Tutoring System Classwide Peer Tutoring (CWPT) Peer-Assisted Learning Strategies (PALS) Conclusion What's Next? 6. Response to Intervention: Performance Monitoring for Differentiating Instruction Response to Intervention: Monitoring Student Performance Precision Teaching Response to Intervention Assessment Innovations Assessment Modifications for the Differentiated Class Conclusion What's Next? 7. Differentiation in Reading and Literacy Instruction What Is Literacy Instruction? Phonological Awareness and Instruction DIBELS: Measuring Early Literacy Word Attack and Word Recognition Vocabulary: Comprehending Words Reading Fluency Reading Comprehension Strategies Conclusion What's Next? 8. Implementing Differentiated Instruction Self-Evaluation and Self-Congratulations A Professional Development Learning Community on Differentiation Individual Implementation of Differentiation Conclusion References Index
巻冊次

: multimedia kit ISBN 9781412967211

内容説明

Designed around the updated edition of the best-selling book Differentiating Instruction for Students With Learning Disabilities, this comprehensive multimedia kit offers staff developers print and visual tools to demonstrate effective differentiated and brain-compatible teaching methods for students with learning disabilities, at-risk students, or youngsters who may have learning difficulties. Facilitators will be able to lead discussions on how to: Support learners through flexible, practical lessons Improve students' skills in reading comprehension, language arts, and math Use metacognitive and scaffolded learning techniques such as webbing, cubing, and tiering Enhance social skills through group projects, role play, and practical peer-tutoring systems Highlighting new information on topics ranging from the reauthorization of IDEA 2004 and Response to Intervention to brain research, reading instruction, and universal design for learning, this revised multimedia resource contains: The research-based, updated edition of the companion book, Differentiating Instruction for Students With Learning Disabilities, providing the foundational framework for individualized instruction A 42-minute, content-rich VHS video featuring William N. Bender with elementary, middle, and high school master teachers who use a variety of differentiated strategies to engage students with a wide range of abilities A companion DVD with navigational menus and bullets for easy stop-and-search control of the video content A step-by-step Facilitator's Guide that connects the core content of the book to both the video and DVD and includes video/DVD segment prompts, workshop outlines, extended workshop activities, discussion questions, and key points

目次

Introduction Structuring a Successful Workshop Initial Workshop Activities General Discussion of Differentiation Viewing/Discussing the Video An Alternative Introductory Workshop Activity Listserv Discussion Participation 1. What Is Differentiated Instruction? Major Points General Discussion Questions Workshop Activity Ideas 2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning Major Points General Discussion Questions Workshop Activity Ideas 3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction Major Points General Discussion Questions Workshop Activity Ideas 4. Learning Strategy Training Major Points General Discussion Questions Workshop Activity Ideas 5. Peer Tutoring in the Inclusive Classroom: Differentiate Instruction and Increasing Instructional Time Major Points General Discussion Questions Workshop Activity Ideas 6. Response to Intervention: Performance Monitoring for Differentiating Instruction Major Points General Discussion Questions Workshop Activity Ideas 7. Differentiation in Reading and Literacy Instruction Major Points General Discussion Questions Workshop Activity Ideas 8. Implementing Differentiated Instruction General Discussion Questions Workshop Activity Ideas Resource: A Differentiated Lesson in Math I. Introduction II. Guided Instruction III. Guided Practice IV. Independent Practice V. Check VI. Reteach to a Smaller Group of Kids Who Don't Have It

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