Description
Book SynopsisIn the current standards-based, accountability-driven world of education, it is difficult for educators to use differentiated instruction to cater to the individual learning needs of each student. This book explains differentiating instruction in a way that connects to current standards and provides examples of challenging best practice lessons.
Trade ReviewErvin Sparapani delivers a synoptic text with perspective, depth and context that provides sustainable and practical implications for differentiated instruction—including the possibilities of technology and ideas for reaching all learners. -- David M. Callejo Perez, Carl A. Gerstacker Endowed Chair in Education & Chair, Human Subjects Institutional Review Board at Saginaw Valley State University
Sparapani’s edited text offers a unique perspective on differentiated instruction that maintains a practical focus on connections between standards, benchmarks, and assessment. -- Candace Schlein, assistant professor of curriculum studies and director of the MA in curriculum-general and of the Ed.S in curriculum and instruction degree programs at the University of Missouri-Kansas City
Ervin Sparapani presents a new look at differentiated instruction, tackling issues previously ignored by other authors. The inclusion of curriculum experts, differentiation for higher-order thinking, and technology’s role in differentiation sets this book apart from others of its type. -- David G. Fuchs, high-school mathematics teacher and runs the mathematics, asynchronous, hybrid, distance learning program for his high school
In his edited book, Ervin Sparapani recognizes the real needs of teachers. He provides an all-encompassing approach for teachers to deliver differentiated instruction in the 21st century classroom. This book is a must have for all educators at all levels. Sparapani’s approach is straightforward: to have success teachers can and must reach 21st century learners at their level. -- Danielle MacKay, high school social studies teacher who has been teaching for eleven years
Table of ContentsList of Figures List of Tables Foreword by Pamela L. Ross McClain Acknowledgments Introduction, by Ervin F. Sparapani Part I: About Differentiated Instruction 1. The Nature of Instruction, by Ervin F. Sparapani 2. About Differentiated Instruction, by Ervin F. Sparapani, Ryan H. Walker, and Marie E. Van Tiflin 3. Standards and Benchmarks and Differentiated Instruction: Integrating Approaches to Teaching and Learning, by Nicole M. Rogers and Barbara Garii. 4. Assessment: A Guiding Force for Differentiation, by Byung-In Seo and Deborah L. Smith Part II: Differentiated Instruction and Content Area Applications 5. Differentiating Instruction and Teaching the Middle School and High School English Language Arts, by Shannon Pietras 6. Differentiating Instruction for Teaching Middle School and High School Mathematics, by Gary Malburg and David K. Pugalee 7. Differentiating Instruction and Teaching Middle School and High School Science, by Jonathon A. Gould and Betsy Diegel 8. Differentiated Instruction and Inquiry-Based Learning in Middle School and High School Social Studies, by C. Rodney Williams 9. Differentiating Instruction and Teaching the Middle School and High School Arts, by Carolyn J. Shaeffer and Scott R. Kirst Part III: Differentiated Instruction and Other Considerations for Grades 5-12 10. Differentiating Instruction and Teaching for Higher-Level Thinking: The Thinking/Learning (T/L) System, by Ervin F. Sparapani and Patricia L. Calahan 11. Using Technology to Differentiate Instruction, by Amy M. Cooper and C. Rodney Williams 12. Response to Intervention (RTI): A System to Meet the Needs of All Students in Grades 5-12, by Deborah L. Smith 13. Dropouts and Differentiation: Toward Understanding and Prevention, by Brian J. Smith 14. Differentiated Instruction: Strategies for Students with Moderate and Severe Disabilities, by Dorothy Squatrito Millar Index
