Content-specific DI guidance from the best minds in education
The Best of Corwin series showcases key chapters from critically acclaimed Corwin publications for a powerful compilation of perspectives on important education issues and topics. In this collection, current research on the most effective differentiation practices for teaching students at all levels of proficiency in literacy, mathematics, and science is brought alive through the many strategies and classroom examples from prominent authors Topics covered include:
- Reading and writing : A comprehensive array of models for differentiating reading instruction, an approach to gradual release of responsibility to accelerate progress, and multi-tiered writing instruction
- Mathematics : Support for both low- and high-achieving students, including interventions and challenges, and the implementation of RTI in math instruction
- Science : Models and methods for increasing student achievement through differentiated science inquiry
From the differentiation of content to the differentiation of instructional methods to the pacing of material to meet different students′ needs, everything you need to begin and master differentiated instruction is right here!
Table of Content
Preface – Leslie Laud
Introduction – Leslie Laud
About the Editor
About the Contributors
Part I. Reading and Writing
1. Differentiated Models and Strategies of Reading – Carolyn Chapman and Rita King
2. Gradual Release to Accelerate Progress – Lois A. Lanning
3. Implementing Multi-Tiered Writing Instruction – Sheila Alber-Morgan
Part II. Mathematics
4. Differentiated Instruction and Response to Intervention in Mathematics – William N. Bender
5. Supporting Students Who Are Low Achieving – Leslie Laud
6. Challenging Students Who Are High Achieving – Leslie Laud
7. Mathematics Interventions Overview – Paul J. Riccomini and Bradley S. Witzel
Part III. Science
8. Differentiated Science Inquiry – Douglas Llewellyn
9. Methods and Effective Practices for Increasing Student Achievement – Gayle H. Gregory and Elizabeth Hammerman
References
About the author
Leslie Laud has differentiated math instruction in her own classroom and in her co-teaching with her math colleagues, and has been doing so for almost two decades. She teaches an online course on Differentiated Middle School Math Instruction at Bank Street College of Education. Additionally, she has presented at many conferences both nationally and internationally, including The National Council of Teachers of Mathematics annual conference. She has also published many articles in leading journals such as Educational Leadership and Teaching Exceptional Children. She currently leads staff development groups with teachers in school systems in the Boston area. She received both her doctorate in curriculum and instruction and her master’s in special education from Teachers College, Columbia University.
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