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Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen
| Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen |
| Autore | Turville Joni |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (141 p.) |
| Disciplina | 371.394 |
| Altri autori (Persone) |
AllenLinda
NickelsenLeAnn |
| Collana | Eye on education book |
| Soggetto topico |
Active learning
Lesson planning - Study and teaching (Elementary) Cognitive styles in children - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85493-7
1-317-92618-8 1-317-92617-X 1-280-99606-4 9786613767677 1-61442-089-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Dedication; About the Authors; Acknowledgements; Free Downloads; Contents; Introduction; Why This Book Was Written; What This Book Will Do For You; 1 Building the Foundation: What is Tiering in Differentiated Instruction?; Differentiating Instruction; Differentiating Content (Adjusting Materials and Supports for Learning Concepts); Differentiating Process (Making Sense and Meaning of Content); Differentiating Products (Showing What Has Been Learned); Defining Tiering; How Tiering Is Framed in This Book; Straight Talk on Tiering: What It Is and What It Isn't
How Tiering and Response to Intervention DifferA Metaphor for Tiering: "The Learning Zone"; Research to Support Tiering; Zone of Proximal Development (Vygotsky, Rieber, and Carton); Implications for Differentiation; The Effects of Challenge on the Brain (Jensen, Jacobs, and Diamond); Implications for Differentiation; Applying Tiered Objectives with Gifted Talented Children (Kettler and Curliss); Implications for Differentiation; Middle School Tiering (Richards and Omdal); Implications for Differentiation; Tiering Instruction Using a Common Outcome (Witherell and McMackin) Implications for DifferentiationTying Things Together; 2 The Essential Building Blocks: Getting Ready to Tier; Activities That Celebrate Strengths and Encourage Growth; Ask Me Poster; Uniqueness Bingo; My Strengths Web; Children's Literature Connections; Grouping and Tiered Instruction; Cooperative Learning; Before Grouping Strategies; During Group Work Strategies; After Grouping Strategies; Bringing Parents On Board; Tying Things Together; 3 The Blueprint for Tiering: Designing with the End in Mind; When to Tier; How to Set Up Tiering; Study Your Standards Brainstorm Assessments and Implement PreassessmentsTypes of Preassessments; Brainstorm Ways to Support Students with the Chosen Objectives; Tying Things Together; 4 Pour the Concrete! It's Time to Tier; Construction Specifications: The Tiered Lesson Plan Template; From Unit to the Daily Lesson Plan; The Big Picture; Preassessment; Materials; Grabber and Hook; Instruction; Writing the Objectives; The Three Tiers; Review the Tasks; Closure; Conduct the Lesson and Assess; Tiered Lesson Plan Examples; Tying Things Together; 5 Passing Final Inspection: Assessment of Tiered Products How to Assess Tiered AssignmentsSummative Assessment; Formative Assessment; Self-Checking; Self-Reflections; More Self-Reflection Ideas; "Dear Teacher" Notes; Two-Minute Quick Writes; Reflecting on the "Construction" of My Learning; Personal Reflection on Processing; Checklists; Cubing; Rubrics and Scoring Guides; Interviews and Conferences as Assessment Tools; What About Grading?; Tying Things Together; 6 Cutting the Tape: Time to Start Tiering!; Parting Words; Appendix: Blackline Masters; Blackline Master 1: Uniqueness Bingo; Blackline Master 2a: My Learning Strengths at School Blackline Master 2b: My Learning Strengths at Home |
| Record Nr. | UNINA-9910462041703321 |
Turville Joni
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen
| Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen |
| Autore | Turville Joni |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (141 pages) |
| Disciplina | 371.394 |
| Altri autori (Persone) |
AllenLinda
NickelsenLeAnn |
| Collana | Eye on education book |
| Soggetto topico |
Active learning
Lesson planning - Study and teaching (Elementary) Cognitive styles in children - United States |
| ISBN |
9786613767677
9781742399805 1-315-85493-7 1-317-92618-8 1-317-92617-X 1-280-99606-4 1-61442-089-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Dedication; About the Authors; Acknowledgements; Free Downloads; Contents; Introduction; Why This Book Was Written; What This Book Will Do For You; 1 Building the Foundation: What is Tiering in Differentiated Instruction?; Differentiating Instruction; Differentiating Content (Adjusting Materials and Supports for Learning Concepts); Differentiating Process (Making Sense and Meaning of Content); Differentiating Products (Showing What Has Been Learned); Defining Tiering; How Tiering Is Framed in This Book; Straight Talk on Tiering: What It Is and What It Isn't
How Tiering and Response to Intervention DifferA Metaphor for Tiering: "The Learning Zone"; Research to Support Tiering; Zone of Proximal Development (Vygotsky, Rieber, and Carton); Implications for Differentiation; The Effects of Challenge on the Brain (Jensen, Jacobs, and Diamond); Implications for Differentiation; Applying Tiered Objectives with Gifted Talented Children (Kettler and Curliss); Implications for Differentiation; Middle School Tiering (Richards and Omdal); Implications for Differentiation; Tiering Instruction Using a Common Outcome (Witherell and McMackin) Implications for DifferentiationTying Things Together; 2 The Essential Building Blocks: Getting Ready to Tier; Activities That Celebrate Strengths and Encourage Growth; Ask Me Poster; Uniqueness Bingo; My Strengths Web; Children's Literature Connections; Grouping and Tiered Instruction; Cooperative Learning; Before Grouping Strategies; During Group Work Strategies; After Grouping Strategies; Bringing Parents On Board; Tying Things Together; 3 The Blueprint for Tiering: Designing with the End in Mind; When to Tier; How to Set Up Tiering; Study Your Standards Brainstorm Assessments and Implement PreassessmentsTypes of Preassessments; Brainstorm Ways to Support Students with the Chosen Objectives; Tying Things Together; 4 Pour the Concrete! It's Time to Tier; Construction Specifications: The Tiered Lesson Plan Template; From Unit to the Daily Lesson Plan; The Big Picture; Preassessment; Materials; Grabber and Hook; Instruction; Writing the Objectives; The Three Tiers; Review the Tasks; Closure; Conduct the Lesson and Assess; Tiered Lesson Plan Examples; Tying Things Together; 5 Passing Final Inspection: Assessment of Tiered Products How to Assess Tiered AssignmentsSummative Assessment; Formative Assessment; Self-Checking; Self-Reflections; More Self-Reflection Ideas; "Dear Teacher" Notes; Two-Minute Quick Writes; Reflecting on the "Construction" of My Learning; Personal Reflection on Processing; Checklists; Cubing; Rubrics and Scoring Guides; Interviews and Conferences as Assessment Tools; What About Grading?; Tying Things Together; 6 Cutting the Tape: Time to Start Tiering!; Parting Words; Appendix: Blackline Masters; Blackline Master 1: Uniqueness Bingo; Blackline Master 2a: My Learning Strengths at School Blackline Master 2b: My Learning Strengths at Home |
| Record Nr. | UNINA-9910790247303321 |
|
Turville Joni
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen
| Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 / / Joni Turville, Linda Allen, and LeAnn Nickelsen |
| Autore | Turville Joni |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (141 pages) |
| Disciplina | 371.394 |
| Altri autori (Persone) |
AllenLinda
NickelsenLeAnn |
| Collana | Eye on education book |
| Soggetto topico |
Active learning
Lesson planning - Study and teaching (Elementary) Cognitive styles in children - United States |
| ISBN |
9786613767677
9781742399805 1-315-85493-7 1-317-92618-8 1-317-92617-X 1-280-99606-4 1-61442-089-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Dedication; About the Authors; Acknowledgements; Free Downloads; Contents; Introduction; Why This Book Was Written; What This Book Will Do For You; 1 Building the Foundation: What is Tiering in Differentiated Instruction?; Differentiating Instruction; Differentiating Content (Adjusting Materials and Supports for Learning Concepts); Differentiating Process (Making Sense and Meaning of Content); Differentiating Products (Showing What Has Been Learned); Defining Tiering; How Tiering Is Framed in This Book; Straight Talk on Tiering: What It Is and What It Isn't
How Tiering and Response to Intervention DifferA Metaphor for Tiering: "The Learning Zone"; Research to Support Tiering; Zone of Proximal Development (Vygotsky, Rieber, and Carton); Implications for Differentiation; The Effects of Challenge on the Brain (Jensen, Jacobs, and Diamond); Implications for Differentiation; Applying Tiered Objectives with Gifted Talented Children (Kettler and Curliss); Implications for Differentiation; Middle School Tiering (Richards and Omdal); Implications for Differentiation; Tiering Instruction Using a Common Outcome (Witherell and McMackin) Implications for DifferentiationTying Things Together; 2 The Essential Building Blocks: Getting Ready to Tier; Activities That Celebrate Strengths and Encourage Growth; Ask Me Poster; Uniqueness Bingo; My Strengths Web; Children's Literature Connections; Grouping and Tiered Instruction; Cooperative Learning; Before Grouping Strategies; During Group Work Strategies; After Grouping Strategies; Bringing Parents On Board; Tying Things Together; 3 The Blueprint for Tiering: Designing with the End in Mind; When to Tier; How to Set Up Tiering; Study Your Standards Brainstorm Assessments and Implement PreassessmentsTypes of Preassessments; Brainstorm Ways to Support Students with the Chosen Objectives; Tying Things Together; 4 Pour the Concrete! It's Time to Tier; Construction Specifications: The Tiered Lesson Plan Template; From Unit to the Daily Lesson Plan; The Big Picture; Preassessment; Materials; Grabber and Hook; Instruction; Writing the Objectives; The Three Tiers; Review the Tasks; Closure; Conduct the Lesson and Assess; Tiered Lesson Plan Examples; Tying Things Together; 5 Passing Final Inspection: Assessment of Tiered Products How to Assess Tiered AssignmentsSummative Assessment; Formative Assessment; Self-Checking; Self-Reflections; More Self-Reflection Ideas; "Dear Teacher" Notes; Two-Minute Quick Writes; Reflecting on the "Construction" of My Learning; Personal Reflection on Processing; Checklists; Cubing; Rubrics and Scoring Guides; Interviews and Conferences as Assessment Tools; What About Grading?; Tying Things Together; 6 Cutting the Tape: Time to Start Tiering!; Parting Words; Appendix: Blackline Masters; Blackline Master 1: Uniqueness Bingo; Blackline Master 2a: My Learning Strengths at School Blackline Master 2b: My Learning Strengths at Home |
| Record Nr. | UNINA-9910818604103321 |
|
Turville Joni
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / / Judy Stoehr, Maria Banks, Linda Allen
| PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / / Judy Stoehr, Maria Banks, Linda Allen |
| Autore | Stoehr Judy |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2011 |
| Descrizione fisica | 1 online resource (xi, 167 pages) : illustrations |
| Disciplina | 371.207 |
| Collana | Gale eBooks |
| Soggetto topico |
School improvement programs
Professional learning communities Individualized instruction Response to intervention (Learning disabled children) |
| ISBN |
1-4522-3807-3
1-4522-2418-8 |
| Classificazione | EDU032000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex. |
| Record Nr. | UNINA-9910795902203321 |
|
Stoehr Judy
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / / Judy Stoehr, Maria Banks, Linda Allen
| PLCs, DI, & RTI : professional learning communities, differentiated instruction, response to intervention : a tapestry for school change / / Judy Stoehr, Maria Banks, Linda Allen |
| Autore | Stoehr Judy |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2011 |
| Descrizione fisica | 1 online resource (xi, 167 pages) : illustrations |
| Disciplina | 371.207 |
| Collana | Gale eBooks |
| Soggetto topico |
School improvement programs
Professional learning communities Individualized instruction Response to intervention (Learning disabled children) |
| ISBN |
1-4522-3807-3
1-4522-2418-8 |
| Classificazione | EDU032000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: AcknowledgmentsAbout the AuthorsIntroduction1. Elements and Principles of the Integrated Model2. Professional Learning Communities Threads What it is The Research Behind It Who Said It and Why Essence What's In It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of PLCs Walking the Walk Design Talking the Talk How/When to Implement PLCs Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out3. Differentiation of Instruction Threads What It Is The Research Behind It Who Said It and Why Essence What's in It For Me? 21st Century Skills Making It Rigorous Fabric Defining Components of Differentiated Instruction Walking the Walk Talking The Talk How/When to Implement DI Why We Should Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out4. Response to Intervention Threads What It Is The Research Behind It Who Said It and Why Essence What's in It for Me? 21st Century Skills Making It Rigorous Fabric Defining Components of RTI Walking the Walk Design Talking the Talk How/When to Implement RTI Why Should We Integrate It How to Integrate It Frame Non-negotiables What's In, What's Out5. Weaving the Tapestry Time Simple Ways to Get Started Money CommitmentAppendixesIndex. |
| Record Nr. | UNINA-9910821359703321 |
|
Stoehr Judy
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||