LEADER 05579oam 2200805I 450 001 9910462037703321 005 20200520144314.0 010 $a1-315-85623-9 010 $a1-317-93007-X 010 $a1-317-93008-8 010 $a1-283-52459-7 010 $a9786613837042 010 $a1-61442-028-9 024 7 $a10.4324/9781315856230 035 $a(CKB)2670000000185452 035 $a(EBL)1422402 035 $a(SSID)ssj0000646063 035 $a(PQKBManifestationID)11370947 035 $a(PQKBTitleCode)TC0000646063 035 $a(PQKBWorkID)10683693 035 $a(PQKB)10353579 035 $a(MiAaPQ)EBC1422402 035 $a(Au-PeEL)EBL1422402 035 $a(CaPaEBR)ebr11165869 035 $a(CaONFJC)MIL383704 035 $a(OCoLC)861538435 035 $a(OCoLC)958102192 035 $a(EXLCZ)992670000000185452 100 $a20180706h20132005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHandbook on differentiated instruction for middle and high schools /$fSheryn Spencer Northey 210 1$aNew York ;$aLondon :$cRoutledge,$d2005, 2013. 215 $a1 online resource (208 p.) 225 1 $aAn eye on education book 300 $aFirst published 2005 by Eye On Education. 311 $a1-138-43564-3 311 $a1-930556-93-4 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Meet the Author; Table of Contents; Introduction; What Is Differentiation?; Why Differentiate?; How to Use This Book; 1 Getting to Know Your Students; Step 1-Know Your Own Learning Styles; Step 2-Believe You Can Know All of Your Students; Strategy 1-Encourage Self-Discovery; Strategy 2-Documentation; Step 3-Obtain Reading Information; Strategy 1-Assessing the Readability of Your Major Text; Assessment; Strategy 2-Use Other Readability Assessments; Fry's Readability Graph; Lexiled Test; Cloze Test 327 $aStrategy 3-Use Standardized Test Assessments of Student Reading LevelsStep 4-What Are Your Students' Learning Styles or Preferences?; Strategy 1-Left-Brain/Right-Brain?; Strategy 2-Visual, Auditory, or Kinesthetic/Haptic Learners?; Strategy 3-The 4Mat System; Strategy 4-The Four Learning Styles; Strategy 5-What Kind of Fruit Are You?; Step 5-Know Your Students Interests; Strategy 1-Assign an Interests Essay; Strategy 2-Distribute the Interest Inventory; Step 6-Find out about Students' Multiple Intelligences; Step 7-Know Under What Conditions Students Learn Best 327 $aStep 8-Know Where Your Students Are DevelopmentallyEmotional Development; Step 9-Know If Your Students Have "Exceptionalities"; Step 10-If Your Students Are Impoverished, You Need to Understand Them; Step 11-Documenting What You Know; Summary; 2 Gathering Resources (Content Differentiation); Textbooks; Scaffolding Activities; Prereading Activities; Strategy 1-Teach Students to Access Prior Knowledge; The KWL Chart; Strategy 2-Teach Students to Use the Patterns of Informational Text; Strategy 3-Teach Students Key Vocabulary Words; Word Cards; Concept Mapping 327 $aHilda Taba's Model of Concept DevelopmentFrayer Model; Other Ideas; Strategy 4-Teach Students How to Read Informational Text; Anticipation Guide/Prediction Guide; Direct Reading/Thinking Activity; Strategy 5-Engage the Affective Domain (i.e., the Emotions); Philosophical Chairs; What If? Questions; Strategy 6-Engage All Learners: Experiential Activities; Strategy 7-Use Brain Gym: A Resource for Kinesthetic Learners; "During Reading" Strategies; Strategy 1-Teach Students to Identify Vocabulary Words as They Read; Quadruple-Entry Word Journal 327 $aStrategy 2-Choose from among Eight Oral Reading Strategies (Wood, 1992): A Resource for Auditory LearnersStrategy 3-Use Teacher Modeling; "Think-Aloud"; Strategy 4-Create Study Guides for Difficult Texts; Strategy 5-Use a Levels Guide; Strategy 6-Assign Double Entry or Two Column Note-Taking and Journaling; Strategy 7-For Visual/Spatial Learners; Idea 1: Use Graphic Organizers; Idea 2: Use Thinking Maps; Idea 3: Use Mind Maps for Organizing as You Read; "After Reading" Strategies; Before, During, and After Reading; SQ3R (Survey, Question, Read, Recite, Review) 327 $aREAP (Read, Encode, Annotate, Ponder) 330 $aThis book has an abundance of time-saving, practical strategies for teachers in grades 6-12. A treasury of activities and resources, this book explains, demonstrates, and helps you select among a wide variety of differentiation processes, such as whole class differentiation, tiered lessons, learning centers, flexible grouping, literature circles, individualized instruction, independent study, and learning contracts. 410 0$aEye on education book. 606 $aIndividualized instruction 606 $aMixed ability grouping in education 606 $aCognitive styles in children 606 $aMiddle school teaching 606 $aHigh school teaching 608 $aElectronic books. 615 0$aIndividualized instruction. 615 0$aMixed ability grouping in education. 615 0$aCognitive styles in children. 615 0$aMiddle school teaching. 615 0$aHigh school teaching. 676 $a373.13/94 700 $aWaterman$b Sheryn Spencer.$0988712 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462037703321 996 $aHandbook on differentiated instruction for middle and high schools$92260743 997 $aUNINA