Everybody's classroom : differentiating for the shared and unique needs of diverse students /
Uloženo v:
| Hlavní autor: | |
|---|---|
| Další autoři: | |
| Typ dokumentu: | Kniha |
| Jazyk: | Angličtina |
| Vydáno: |
New York ; London :
Teachers College Press,
[2022]
|
| Témata: | |
| On-line přístup: | Elektronická verze přístupná pouze pro studenty a pracovníky MU |
| Příbuzné jednotky: | Tištěná verze::
Everybody's classroom : differentiating for the shared and unique needs of diverse students |
Obsah:
- Intro
- Title Page
- Copyright
- Contents
- Foreword
- Preface
- PART I: EXPLORING THE BIG PICTURE OF DIFFERENTIATION
- 1. An Introduction to Differentiation
- So, What is Differentiation, Really?
- Caution: Change Ahead!
- A Final Thought
- 2. Flexibility as the Underpinning of Differentiation
- What Flexibility in the Classroom Means, and What It Doesn't Mean
- What Flexibility Might Look Like in the Classroom, and Why
- Some Illustrations of Teacher Flexibility in Differentiated Classrooms
- A Final Thought
- 3. Taking Care of the Foundation
- Invest in the Foundational Things
- A Final Thought
- 4. A Closer Look at the Anatomy of Differentiation
- Guiding Beliefs and Principles
- Vocabulary That Refines Teacher Thinking
- Metaphors for Thinking About Teaching and Time in a Differentiated Classroom
- What's on the Main Highway
- What Can Be Built at Exit Ramps
- A Final Thought
- 5. Laying a Foundation for Teaching All Learners Responsively
- Have Great Expectations for Each Learner and "Teach Up" to Support That Outcome
- Teach From Student Strengths and Interests
- Set Out to Study Every Student Every Day
- Plan for a Classroom in Which Respect is a Shared Norm
- Create a Culture of Inclusion From Day One, or Before
- Work With Your Students Early and Often to Create a Class That Works for Everyone
- Establish an Ethic of "Taking Your Own Next Step"
- Remember That Students Need to Learn How to Learn, Not Just Learn Content
- Ensure That Each Student Sees Him/Herself in What and How They Learn
- Be Sure Each Student Has Ready Access to the Resources Necessary for Success
- Create Instructional Units and Lesson Plans Around Highways and Exit Ramps
- Mind the Foundation!
- A Final Thought
- PART II: EXPLORING SOME SPECIFICS OF DIFFERENTIATION IN EVERYBODY CLASSROOMS.
- 6. Building on the Foundation to Support Students With Specific Learning Challenges
- Looking Ahead
- A Final Thought
- 7. Teaching Students Who Are Learning English
- Introduction
- Some Principles and Practices for Teaching English Learners
- 8. Teaching Students Who Have Experienced Trauma
- Introduction
- Some Principles and Practices for Effectively Teaching Students Who Experience Trauma
- 9. Teaching Students Who Identify as LBGTQ
- Introduction
- Some Principles and Practices for Teaching Students Who Identify as LGBTQ
- 10. Teaching Students Who Experience Poverty
- Introduction
- Some Principles and Practices for Teaching Students Who Experience Poverty
- 11. Teaching Students With Autism
- Introduction
- Characteristics That Students With Autism May Exhibit in the Classroom
- Anxiety at the Heart of Challenging Behaviors
- Some Principles and Practices for Teaching Students With Autism
- 12. Teaching Students With ADHD
- Introduction
- Some Principles and Practices for Teaching Students With ADHD
- 13. Teaching Students With Specific Learning Disorder
- Introduction
- Some Principles and Practices for Teaching Students With Specific Learning Disorder
- 14. Teaching Students With Emotional and Behavioral Disorders
- Introduction
- Some Principles and Practices for Teaching Students With EBD
- 15. Teaching Students From Diverse Cultures
- Introduction
- Some Principles and Practices for Teaching Students From Diverse Cultures
- 16. Teaching Students of Color
- Introduction
- Some Principles and Practices for Teaching to Eliminate Race as a Barrier to Learning
- 17. Teaching Advanced and Advancing Learners
- Introduction
- Traits and Needs of Students that Should Be on Our Teacher Radar
- Thinking About Refining, Incubating, and Producing Talent ("Teaching Up").
- 18. Two Examples From Everybody Classrooms
- Conclusion
- Acknowledgments
- References
- Index
- About the Author.