Differentiated instruction : grouping for success / 1st ed.
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作 者：Vicki Gibson, Jan Hasbrouck.
分类号：
ISBN：9780073378497
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简介
Summary:
Publisher Summary 1
Gibson, a consultant and teacher trainer, and Hasbrouck, a reading specialist and consultant, provide field-tested, research-based, elementary classroom procedures that will help teachers group students for instruction, manage whole class and small group instruction, and incorporate flexible grouping into the regular classroom routine. The procedures depend on a high level of organization, from setting up a file "mailbox" for each child to drafting students as classroom noise monitors, peer counselors, and time keepers. Nine appendices offer forms and checklists for immediate use. Annotation 漏2007 Book News, Inc., Portland, OR (booknews.com)
Publisher Summary 2
The goal of this book is to provide field-tested, research-based routines and procedures that help teachers organize classrooms and differentiate instruction consistently to positively affect student achievement. Teaching tools are included to help teachers group students for instruction, manage whole class and small group instruction, and incorporate flexible grouping practices and repeated practice opportunities that enhance student achievement. Each chapter's content has been designed so educators may apply the tools immediately in their practice. Each chapter ends with a list of resources that may be used to extend learning opportunities or support instruction.
目录
Foreword p. xi
Introduction p. xiii
Differentiating Instruction p. 1
Understanding the Concept of Differentiated Instruction p. 2
Conceptualizing a New Mind-set about Differentiation p. 3
Teaching, Then Facilitating Practice p. 5
Aligning Performance with Common Traits of Highly Successful Schools p. 6
Developing Skills Sets for Effective Instruction p. 7
Developing Environments to Enhance Differentiating Instruction p. 8
Clarifying Teacher Expectations and Requirements p. 9
Developing an Instruction Management System p. 9
Assessment and Data Management p. 11
Data and Paper Management p. 11
Collecting Data While Teaching and from Work Samples p. 12
Writing Positive, Personalized, and Proactive Comments p. 14
Creating Mailboxes for Data and Paper Management p. 14
Establishing Routines for Paper Management p. 15
Developing Public Mailboxes p. 15
Using Private Mailboxes p. 16
Assigning Mailbox Monitors p. 17
Using Do/Done Folders to Organize Students' Daily Work p. 17
Grouping for Instruction p. 21
Grouping Practices and Patterns p. 22
Improving Student Outcomes with Small Group Instruction p. 23
Varying Grouping Patterns Using Similar or Mixed Skill Groups p. 24
Grouping Students Homogenously p. 24
Grouping Students Heterogeneously p. 25
Subdividing the Whole Class into Smaller Groups Using Partnering p. 25
Incorporating Flexible Grouping p. 26
Using Whole Class and Small Group Skills-Focused Lessons p. 26
Reassigning Group Memberships as Student Data Indicates p. 26
Selecting Group Sizes p. 27
Optimum Group Sizes p. 28
Grouping for Compatibility and Cooperation p. 30
Organizing Classrooms and Schedules p. 33
Assigning Jobs in the Classroom Community p. 33
Teaching Expectations for Classroom Collaboration p. 35
Strategically Selecting Students for Jobs the First Week p. 37
Organizing the Classroom Environment p. 38
Designating an Area for a Teaching Table p. 38
Designating an Area for a Worktable p. 41
Creating Workstations to Extend Practice p. 43
Adjusting Mind-sets about Workstations p. 44
Adjusting How Workstations Are Used p. 44
Assigning Different Activities at Workstations as Needed p. 45
Choosing Workstation Activities p. 46
Varying the Use of Workstations p. 47
Organizing Materials for Workstations p. 48
Labeling Workstations and Regulating Attendance p. 49
Changing How Instruction Is Delivered p. 50
Monitoring the Use of Instructional Time p. 50
Using Sample Daily Schedules to Help Organize Instructional Time p. 52
Extending Grouping to All Day or Modifying Schedules for Special Events p. 55
Monitoring Instructional Pacing p. 56
Rotation Charts and Flexible Grouping p. 59
Creating Routines and Procedures with a Rotation Chart p. 59
Developing a Rotation Chart p. 60
Helping Students Identify Group Assignments p. 60
Modeling How to Read a Rotation Chart p. 61
Setting Routines for Group Participation p. 63
Allow Choices after Routines Are Established p. 63
Adjust the Rotation Chart to Reflect Activity Changes p. 64
Using a Rotation Chart for Flexible Grouping p. 65
Modify the Rotation Chart to Respond to Needs p. 67
Using a Circular Rotation Chart to Guide Students p. 68
Encouraging Student Decision Making and Tutoring p. 70
Establish Routines for Transitions p. 70
Use Student Contracts p. 71
Coaching for Success p. 75
Coaching Is Needed for Differentiated Instruction p. 75
Coaching p. 75
A Framework for Coaching: Sails p. 76
Coaching Differentiated Instruction p. 77
What Is the Knowledge Base for Coaching? p. 77
What Is the Skill Base for Coaching? p. 78
Goals for Coaching p. 78
Getting Started p. 79
Plan of Action: The First Weeks of School p. 81
p. 81
p. 83
p. 83
Week Four and the Remainder of the Year p. 84
Frequently Asked Questions (FAQs) p. 87
Suggestions for Getting Started p. 89
Teaching Tips p. 91
Checklist for Monitoring Instructional Time (C-MIT) p. 94
Checklist for Monitoring Classroom Environment p. 95
Teacher/Classroom Observation Report (T-COR) p. 96
Plan of Assistance for Personal and Professional Development p. 98
Expectations and Support for Employee p. 99
Graphic Organizer for Daily or Weekly Overviews p. 100
References p. 107
Index p. 111
Introduction p. xiii
Differentiating Instruction p. 1
Understanding the Concept of Differentiated Instruction p. 2
Conceptualizing a New Mind-set about Differentiation p. 3
Teaching, Then Facilitating Practice p. 5
Aligning Performance with Common Traits of Highly Successful Schools p. 6
Developing Skills Sets for Effective Instruction p. 7
Developing Environments to Enhance Differentiating Instruction p. 8
Clarifying Teacher Expectations and Requirements p. 9
Developing an Instruction Management System p. 9
Assessment and Data Management p. 11
Data and Paper Management p. 11
Collecting Data While Teaching and from Work Samples p. 12
Writing Positive, Personalized, and Proactive Comments p. 14
Creating Mailboxes for Data and Paper Management p. 14
Establishing Routines for Paper Management p. 15
Developing Public Mailboxes p. 15
Using Private Mailboxes p. 16
Assigning Mailbox Monitors p. 17
Using Do/Done Folders to Organize Students' Daily Work p. 17
Grouping for Instruction p. 21
Grouping Practices and Patterns p. 22
Improving Student Outcomes with Small Group Instruction p. 23
Varying Grouping Patterns Using Similar or Mixed Skill Groups p. 24
Grouping Students Homogenously p. 24
Grouping Students Heterogeneously p. 25
Subdividing the Whole Class into Smaller Groups Using Partnering p. 25
Incorporating Flexible Grouping p. 26
Using Whole Class and Small Group Skills-Focused Lessons p. 26
Reassigning Group Memberships as Student Data Indicates p. 26
Selecting Group Sizes p. 27
Optimum Group Sizes p. 28
Grouping for Compatibility and Cooperation p. 30
Organizing Classrooms and Schedules p. 33
Assigning Jobs in the Classroom Community p. 33
Teaching Expectations for Classroom Collaboration p. 35
Strategically Selecting Students for Jobs the First Week p. 37
Organizing the Classroom Environment p. 38
Designating an Area for a Teaching Table p. 38
Designating an Area for a Worktable p. 41
Creating Workstations to Extend Practice p. 43
Adjusting Mind-sets about Workstations p. 44
Adjusting How Workstations Are Used p. 44
Assigning Different Activities at Workstations as Needed p. 45
Choosing Workstation Activities p. 46
Varying the Use of Workstations p. 47
Organizing Materials for Workstations p. 48
Labeling Workstations and Regulating Attendance p. 49
Changing How Instruction Is Delivered p. 50
Monitoring the Use of Instructional Time p. 50
Using Sample Daily Schedules to Help Organize Instructional Time p. 52
Extending Grouping to All Day or Modifying Schedules for Special Events p. 55
Monitoring Instructional Pacing p. 56
Rotation Charts and Flexible Grouping p. 59
Creating Routines and Procedures with a Rotation Chart p. 59
Developing a Rotation Chart p. 60
Helping Students Identify Group Assignments p. 60
Modeling How to Read a Rotation Chart p. 61
Setting Routines for Group Participation p. 63
Allow Choices after Routines Are Established p. 63
Adjust the Rotation Chart to Reflect Activity Changes p. 64
Using a Rotation Chart for Flexible Grouping p. 65
Modify the Rotation Chart to Respond to Needs p. 67
Using a Circular Rotation Chart to Guide Students p. 68
Encouraging Student Decision Making and Tutoring p. 70
Establish Routines for Transitions p. 70
Use Student Contracts p. 71
Coaching for Success p. 75
Coaching Is Needed for Differentiated Instruction p. 75
Coaching p. 75
A Framework for Coaching: Sails p. 76
Coaching Differentiated Instruction p. 77
What Is the Knowledge Base for Coaching? p. 77
What Is the Skill Base for Coaching? p. 78
Goals for Coaching p. 78
Getting Started p. 79
Plan of Action: The First Weeks of School p. 81
p. 81
p. 83
p. 83
Week Four and the Remainder of the Year p. 84
Frequently Asked Questions (FAQs) p. 87
Suggestions for Getting Started p. 89
Teaching Tips p. 91
Checklist for Monitoring Instructional Time (C-MIT) p. 94
Checklist for Monitoring Classroom Environment p. 95
Teacher/Classroom Observation Report (T-COR) p. 96
Plan of Assistance for Personal and Professional Development p. 98
Expectations and Support for Employee p. 99
Graphic Organizer for Daily or Weekly Overviews p. 100
References p. 107
Index p. 111
Differentiated instruction : grouping for success / 1st ed.
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