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Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
| Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey |
| Autore | Waterman Sheryn Spencer |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2005, 2013 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 373.13/94 |
| Collana | An eye on education book |
| Soggetto topico |
Individualized instruction
Mixed ability grouping in education Cognitive styles in children Middle school teaching High school teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85623-9
1-317-93007-X 1-317-93008-8 1-283-52459-7 9786613837042 1-61442-028-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Strategy 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 Step 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 Hilda 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 Strategy 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) REAP (Read, Encode, Annotate, Ponder) |
| Record Nr. | UNINA-9910462037703321 |
Waterman Sheryn Spencer
|
||
| New York ; ; London : , : Routledge, , 2005, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
| Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey |
| Autore | Waterman Sheryn Spencer |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2005, 2013 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 373.13/94 |
| Collana | An eye on education book |
| Soggetto topico |
Individualized instruction
Mixed ability grouping in education Cognitive styles in children Middle school teaching High school teaching |
| ISBN |
1-315-85623-9
1-317-93007-X 1-317-93008-8 1-283-52459-7 9786613837042 1-61442-028-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Strategy 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 Step 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 Hilda 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 Strategy 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) REAP (Read, Encode, Annotate, Ponder) |
| Record Nr. | UNINA-9910789903403321 |
|
Waterman Sheryn Spencer
|
||
| New York ; ; London : , : Routledge, , 2005, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey
| Handbook on differentiated instruction for middle and high schools / / Sheryn Spencer Northey |
| Autore | Waterman Sheryn Spencer |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2005, 2013 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 373.13/94 |
| Collana | An eye on education book |
| Soggetto topico |
Individualized instruction
Mixed ability grouping in education Cognitive styles in children Middle school teaching High school teaching |
| ISBN |
1-315-85623-9
1-317-93007-X 1-317-93008-8 1-283-52459-7 9786613837042 1-61442-028-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Strategy 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 Step 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 Hilda 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 Strategy 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) REAP (Read, Encode, Annotate, Ponder) |
| Record Nr. | UNINA-9910813669503321 |
|
Waterman Sheryn Spencer
|
||
| New York ; ; London : , : Routledge, , 2005, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||