Differentiated instruction : a guide for world language teachers
著者
書誌事項
Differentiated instruction : a guide for world language teachers
(An eye on education book)
Routledge, 2016
2nd ed
- : pbk
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. [191]-192)
内容説明・目次
内容説明
In this new edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones. This practical book uses brain-based teaching strategies to help students of all ability levels thrive in a rigorous differentiated learning environment. Each chapter provides classroom-tested activities and tiered lesson plans to help you teach vocabulary, speaking, listening, reading, and writing in world language classes in ways that are interactive, engaging, and effective for all learners.
Features new to this edition include:
Sample thematic units to make your lessons more authentic and immersive
New strategies for using technology to differentiate world language instruction
Additional checklists, rubrics, and feedback forms to help you organize your lesson plans and track students' progress
New connections to the Common Core State Standards, the ACTFL Standards, Webb's Depth of Knowledge, and Bloom's Taxonomy
You'll also learn how to differentiate assessment effectively to help all students show their full potential. Classroom-ready tools and templates can be downloaded as free eResources from our website (www.routledge.com/9781138906181) for immediate use.
目次
eResources
I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN'T
What is Differentiated Instruction?
What Differentiated Instruction IS
What Differentiation is NOT
Some Research to Support Differentiation
II. FROM CONTENT TO PROCESS TO PRODUCT
Content, or What to Teach
Process, or How to Practice
Product, or How to Assess
Preparing Yourself
Preparing the Students
Management Issues and Ideas
III. PLANNING A DIFFERENTIATED UNIT
Identify What Is to Be Taught (Content)
Pre-assess Students' Needs and Capabilities
Choose the Form(s) of Assessment to Be Used (Product )
Decide on the Method of Presentation
Classroom Environment
Select a Variety of Learning Strategies (Process)
Sample Units
Learning Centers
Interdisciplinary Units
Cultural Adventure Unit: Language in Our Community (Spanish)
Project-Based Learning Unit
Checklist for a Differentiated Lesson or Unit
Checklist for Observing a Lesson/Unit that Uses Differentiated Instruction
IV. IDEAS SMORGASBORD
Vocabulary
Speaking/Listening
Reading
Post-Reading Projects/Strategies
Writing
Review
Other
V. Differentiated Assessment
Use Choice
Use Context
Use Variety
Managing Grades
VI. Reflections on Differentiation
Graphics
Frequently Asked Questions and Answers.
APPENDIX A: CHECKLISTS
APPENDIX B: THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS
APPENDIX C: LISTS OF ACTIVITIES AND STRATEGIES BY STANDARDS
Common Core
ACTFL
References
「Nielsen BookData」 より