How to Differentiate Instruction in Mixed-Ability Classrooms

Just as students come in different sizes and shapes and with differing cultural backgrounds, interests, and abilities, so do teachers face challenges in "fitting" instruction to the students in their classrooms. This book provides practical guidance in addressing the diverse needs of students in mixed- ability classrooms. Differentiated instruction provides multiple approaches to content, process, and product; and it is a blend of whole-class, group, and individual instruction. 
The author states: "My goal here is to help teachers determine what differentiated instruction is, why it is appropriate for all learners, how to plan for it, how to manage it, how to help parents and students prepare for differentiated classrooms, and how to assess student progress." She describes actual classrooms that use strategies for managing differentiated classrooms and provides detailed how-to's for lesson planning. An appendix lists strategies, including pretesting for competence ("compacting"), independent projects, interest centers, and tiered assignments.

Education & Teaching

Carol Ann Tomlinson

Schools & Teaching

Association for Supervision & Curriculum Deve

How can educators make schoolwork relevant to students' lives, integrate new technologies into the classroom and teach students problem solving and other lifelong learning skills? Many people believe that integrating academic and vocational learning is the most promising approach. This book, based on the experiences of a successful school, discusses the potential barriers to an integrated program and explains how specific practices can help teachers, business advisors, parents, and students work together to break down those barriers and build an effective program. To clarify their idea of a "seamlessly integrated" curriculum, the authors include examples of learning activities actually used in a school. These activities challenge students to apply academic concepts to real-world situations, and they demonstrate how new technologies can help students learn to research, analyze, make choices, and plan. Integrating Academic and Vocational Education presents a useful model for redesigning the curriculum to both ignite students’ interest and prepare graduates for a rewarding life after high school.

Integrating Academic and Vocational Education: A Model for Secondary Schools

Alexandra Penn, Dennis Williams

As Tough as Necessary details a three-dimensional approach for handling anger, hostility, and aggressive behavior in the classroom. Teachers and administrators will learn how to establish: - Methods of prevention strategies for minimizing the likelihood that students will act in aggressive ways at school. - Methods of action techniques for working and communicating with students whose behavior is particularly challenging and potentially explosive. - Methods of resolution procedures to deal with particularly difficult youth who provoke crises on a regular basis.

As Tough as Necessary: Countering Violence, Aggression, and Hostility in Our Schools

Richard L. Curwin

Allen N. Mendler

Teaching with the Brain in Mind

Every year, millions of parents trust that the professionals who teach their children know something about the brain and processes of learning. But most schools of education offer psychology, not neurology, courses. At best, these psychology courses provide indirect information about the brain and how children actually learn. 
Teaching with the Brain in Mind fills this gap with the latest practical, easy-to-understand research on learning and the brain. Consider important questions such as 
- Biologically, can you truly expect to get and hold students' attention for long periods of time? - How has research on rewards been misinterpreted? - Do students actually "forget" what we teach them, or do we ask them to recall information in the wrong way? - What are the surprising benefits for learning across the board when students participate in some sort of physical education or movement? 
Teaching with the Brain in Mind balances the research and theory of the brain with successful tips and techniques for using that information in classrooms. From its primer on brain biology to in-depth discussions of emotion, memory, and recall, Teaching with the Brain in Mind is an invaluable tool for any educator looking to better reach students through truly brain-compatible teaching and learning.

Teaching With the Brain in Mind

Health, Fitness & Dieting

JENSEN, ERIC

Psychology & Counseling

Product Details * Paperback: 60 pages * Publisher: Association for Supervision&amp;Curriculum Deve (January 2000) * Language: English * ISBN-10: 0871203863 * ISBN-13: 978-0871203861 * Product Dimensions: 11 x 8.5 x 0.2 inches * Shipping Weight: 6.9 ounces

Understanding by Design

Revitalizing the Disciplines: The Best of Ascd's Curriculum Update

This collection of articles from ASCD's Curriculum Update newsletter brings together some of the most thought-provoking pieces about the evolving K-12 curriculum in the 1990s, from the call to provide students with "authentic" learning experiences to the efforts to define and apply clear standards for both content and performance. The editors have organized the articles into seven sections: language arts, mathematics, social studies, science, the arts, world languages, and health and physical education.  For anyone taking on the challenge of curriculum renewal--whether at the classroom, school, district, or state level--these articles provide background information and plenty of practical ideas for pursuing the elusive goal of a "state-of-the-art" curriculum.

Revitalizing the Disciplines: The Best of ASCD's Curriculum Update

Initially published in 1985, Marching to Different Drummers was one of the first sources to pull together information on what was a newly flourishing topic in education. Now, more than a decade later, this revised and expanded edition takes a fresh look at the subject. Among the new chapters are a discussion of the importance of knowledge about students' culture, learning styles in light of recent discoveries about the functioning of the brain, and how learning styles relate to Howard Gardner's theory of multiple intelligences.  Part I defines style and looks at the history of style research. Part II describes applications of style in seven areas, illustrated through the research models of Carl Jung, Herman A. Witkin, Walter Barbe and Raymond Swassing, Rita Dunn and Kenneth Dunn, Anthony Gregorc, Bernice McCarthy, and Howard Gardner. Part III identifies common questions and discusses implementation and staff development. A comprehensive annotated bibliography sets the stage for further study.  Authors Pat Burke Guild and Stephen Garger have spent nearly 25 years studying styles, applying its research, teaching about styles, and listening to students and educators talk about styles. Their extensive experience in teacher education over the past decade grounds the theory in the second edition of Marching to Different Drummers with a practicality that all educators will value.

Marching to Different Drummers

Garger, Stephen

Guild, Pat B.

How to Develop Student Creativity

In this practical guide, Sternberg and Williams share 25 easy-to-implement  strategies for developing creativity in yourself, your students, and your colleagues. The strategies  include explanations entwined with personal experiences from the authors' own classrooms and  research.    The authors give a basic explanation of creativity and relate techniques you can use to choose  creative environments, expose students to creative role models, and identify and surmount  obstacles to creativity. Some of the techniques they explore include questioning assumptions,  encouraging idea generation, teaching self-responsibility, and using profiles of creative people.    Creativity is as much an attitude toward life as a matter of ability. Use these strategies to discover  how to unleash the creative potential within you and your students for more creative and  fulfilling lives.

Williams, Wendy M.

Sternberg, Robert J., PhD

Promoting Social and Emotional Learning: Guidelines for Educators

The authors provide a straightforward, practical guide to establishing high-quality social and emotional education programs. Such programs will help students meet the many unparalleled demands they face today. The authors draw upon the most recent scientific studies, the best theories, site visits carried out around the country, and their own extensive experiences to describe approaches to social and emotional learning for all levels. Framing the discussion are 39 guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may pursue for firsthand knowledge about effective programs. (ASCD Premium, Select, and Regular Member book, 1997) 8" x 10," 164 pages. Also available as an eBook!

Elias, Maurice J.

Weissberg, Roger P.

Zins, Joseph E.

Connecting Character to Conduct: Helping Students Do the Right Things

Stein, Rita

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