Deborah Blaz

Differentiated Instruction (eBook, PDF)

A Guide for World Language Teachers

• Format: PDF

Produktbeschreibung

In the third edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 224
• Erscheinungstermin: 14. November 2023
• Englisch
• ISBN-13: 9781000957501
• Artikelnr.: 69011708

Autorenporträt

Deborah Blaz has taught French to grades 7 through 12 for the past 44 years in Indiana and has taught dual-credit, AP, and college classes. She also served as the world language department chair at her school until her retirement in June 2023. An award-winning teacher, she frequently presents workshops and keynotes, regionally, nationally, and internationally.

Inhaltsangabe

Detailed Contents
Meet the Author
Preface
New to the Third Edition
I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN'T
What is differentiated
instruction?..................................................
Definition.........................................................
What differentiation is not.....................................
Important beliefs and practices..........................................
Some research to support differentiation...............................
II. FROM CONTENT TO PROCESS TO PRODUCT
Content, or What to Teach................................................
Process, or How to
Practice.................................................
Product, or How to Assess................................................
Preparing yourself........................................................
Preparing the students...................................................
Management issues and ideas..........................................
III. PLANNING A DIFFERENTIATED UNIT
Identify what is to be taught (Content................................
Pre-assess students' needs and capabilities...........................
Choose the form(s) of assessment to use (Product).................
Decide on the method of presentation................................
Classroom environment................................................
Select a variety of learning strategies (Process)......................
Sample units...............................................................
IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening
Low-prep and high-prep activities list.................................
Activities listed by proficiency levels.................................
Tic-tac-toe for description of people........................
Vocabulary...............................................................
Speaking/Listening......................................................
V. Ideas Smorgasbord: Reading
Pre-reading
................................................................
Reading
....................................................................
Post-reading
...............................................................
Post-reading projects..........................................
List: Everyday Texts....................................................
VI: Ideas Smorgasbord: Writing and Review
Writing.....................................................................
Review.....................................................................
List: ABCs of Products............. ..................................
VII. Differentiated Assessment
Formal and Informal....................................................
Use choice ................................................................
Use context...............................................................
Use variety................................................................
Managing grades.........................................................
VIII. Reflections on Differentiation
Guidelines..............................................................
Graphics..................................................................
Support Systems...........................................................
Frequently Asked Questions and Answers............................
APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS......
APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND
CONCEPTS.......................................................
APPENDIX C: STANDARDS REFERENCED IN THIS BOOK.........
Bibliography........................................................................