Going beyond the theory of differentiation to actual classroom practice, this book presents a 10-step framework, examples, and classroom-ready tools for putting differentiation into action.
Going beyond the theory of differentiation to actual classroom practice, this book presents a 10-step framework, examples, and classroom-ready tools for putting differentiation into action.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jodi O'Meara is a curriculum specialist for students with special needs and a professional developer for educators and administrators. She has presented at state, national and international conferences. With over 15 years experience as a teacher and administrator of general education, special education and gifted education, she recognizes the diverse needs of students and teachers. Additionally, she is a certified life skills coach and provides guidance for leadership in business and education through her own company, Body and Mind Coaching and Consulting. O¿Meara specializes in professional development in the areas of differentiated instruction for students with special needs as well as students identified as gifted. She has also been involved with related projects and presentations such as Response to Intervention. She was a co-writer of the Frameworks for Gifted Learners for the state of Florida as well as the Access Points which align standards for students with significant disabilities to general education standards. She is a former president of the Florida Association for Gifted and is on the Board of Directors for the Family Network on Disabilities in her local area. O¿Meara believes that teachers can change the lives of people more effectively than any other professionals. She is strongly committed to supporting teachers in efforts to inspire their students.
Inhaltsangabe
Acknowledgments About the Author Introduction: Overview 1. Types of Knowledge 2. Moving Beyond Foundational Knowledge 3. Differentiation of Foundational Knowledge 4. Teacher Self-Assessment 5. Preassessment of Students 6. Instructional Decisions for Differentiation 7. Management of Flow 8. Formative Assessment and the Continuous Monitoring of Progress 9. Summative Assessment and Products 10. Wrap-Up and Final Thoughts Appendix References Index
Acknowledgments About the Author Introduction: Overview 1. Types of Knowledge 2. Moving Beyond Foundational Knowledge 3. Differentiation of Foundational Knowledge 4. Teacher Self-Assessment 5. Preassessment of Students 6. Instructional Decisions for Differentiation 7. Management of Flow 8. Formative Assessment and the Continuous Monitoring of Progress 9. Summative Assessment and Products 10. Wrap-Up and Final Thoughts Appendix References Index
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