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Beyond Differentiated Instruction

Beyond Differentiated Instruction

April 2010 | 160 pages | Corwin
Beyond Differentiated Instruction provides the framework, sequential steps, and practical strategies for implementing a comprehensive and systematic differentiated instructional programme.

Using vivid case studies and extensive research and covering a wide range of topics, Jodi O'Meara examines how each issue relates to differentiation, including standards, teacher reflection, the relationship between response to intervention, and the necessary pre-planning, planning, implementation, and monitoring stages—all while providing the practical templates and start-up tools for busy teachers and school administrators.

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

"An invaluable resource for providing meaningful curriculum to ensure every student is learning. A guide through the ten steps of implementing differentiated instruction with tips, tools, and assessment strategies. A must for every educator in planning for academically diverse learners."

Donnajo Smith, Teacher and Program Specialist for Gifted
Bureau of Curriculum and Instruction, Florida Department of Education

"O’Meara dispels the myth that small-group work and reduced assignments are the answer to meeting students’ individual needs. She outlines in an easy-to-read format how teachers can structure their assessment, planning, and instructional practices to help all students invest in their learning."

Kimberly McAfee, Third-Grade Teacher
B.D. Gullett Elementary School, Bradenton, FL
Key features
  • Provides educators with a step-by-step process to plan the comprehensive practice of differentiated instruction rather than depicting differentiation as a purely theoretical model or a collection of instructional strategies
  • Addresses the issue of differentiated instruction in relation to standards and describes the importance of using the standards as a platform from which to proceed
  • Encourages true self reflection on the part of the teacher to consider areas of personal knowledge, attitudes toward content, and attitudes toward learners
  • Includes detailed instructions for pre-planning, planning, and implementing differentiated instruction, managing instructional flow, and engaging learners through whole group instruction, small group instruction, pacing, and acceleration for learners at mastery levels
  • Addresses the need for continuous monitoring of students and their progress and includes information on assessing the physical and mental state of the learner, considering the context and environment in which the learning is taking place, and managing the expectations of students
  • Explains when to use tiered instruction and accommodations and addresses the relationship between differentiation and response to intervention
  • Provides guidelines for developing questions at the highest levels of knowledge and creating opportunities for authentic products and student performances
  • Includes an appendix with templates, resources, and tools correlated to each chapter

Sample Materials & Chapters


Chapter 1: Types of Knowledge

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ISBN: 9781412982030

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