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Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators Cover Image Book Book

Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators / William N. Bender.

Bender, William N. (Author). Council for Exceptional Children. (Added Author).

Summary:

"Instructor-friendly, standards-based techniques for teaching students with special needs" - back cover. While written for school teachers, this book contains techniques and strategies that can be adapted for adult literacy learners.

Record details

  • ISBN: 9781412954457 (cloth : alk. paper)
  • ISBN: 9781412954464 (pbk. : alk. paper)
  • Physical Description: xi, 206 p. : ill. ; 29 cm.
  • Edition: 2nd ed.
  • Publisher: Thousand Oaks, CA : Corwin Press, c2008.

Content descriptions

General Note:
"A joint publication with the Council for Exceptional Children."
Bibliography, etc. Note:
Includes bibliographical references (p. 193-201) and index.
Formatted Contents Note:
Introduction -- What is differentiated instruction? -- Universal Design for differentiation: organizing the class for differentiation and personal responsibility for learning -- Differentiating the learning process: metacognition and scaffolded instruction -- Learning strategy training -- Peer tutoring in the inclusive classroom: differentiated instruction and increasing instructional time -- Response to Intervention: performance monitoring for differentiating instruction -- Differentiation in reading and literacy instruction -- Implementing differentiated instruction.

Search for related items by subject

Subject: Learning disabled children > Education.
Individualized instruction.

Available copies

  • 0 of 1 copy available at Decoda Literacy Library.

Holds

  • 0 current holds with 1 total copy.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Decoda Literacy Library 371.9 B46 2008 (Text) 35410000018259 General Collection Volume hold Checked out 2016-08-08
► Summaries & More
▼ Additional Content
About the Author ix
Acknowledgments xi
Introduction 1(4)
What Is Differentiated Instruction?
5(32)
Foundations of Differentiated Instruction
8(11)
Multiple Intelligences: One Foundation of Differentiation
8(4)
Brain-Compatible Instruction: Another Foundation of Differentiation
12(7)
Why Should I Move Into Differentiated Instruction?
19(2)
Planning a Differentiated Lesson
21(10)
A Differentiated Lesson Plan Example
22(5)
How Much Differentiation Is Appropriate?
27(1)
Guidelines for Planning a Differentiated Lesson
28(1)
Results of Differentiation
28(3)
Several Differentiated Instructional Ideas
31(3)
Cubing
31(2)
Tiering
33(1)
What's Next?
34(3)
Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning
37(32)
Universal Design
37(2)
Structuring the Classroom for Differentiation
39(6)
What Is Classroom Structure?
40(1)
A Self-Evaluation of Classroom Structure
41(3)
Instructional Grouping for Differentiation
44(1)
A Recommended Room Arrangement Model
45(5)
Learning Centers
46(2)
Teacher's Worktable and Desk
48(1)
Group Instruction Area
49(1)
Computer/Multimedia Instruction Area
49(1)
Study Carrels
50(1)
Teaching Tactics for Students With Learning Disabilities
50(3)
The Self-Monitoring Strategy
53(7)
Self-Monitoring for Attending Behavior
54(5)
Efficacy Research on Self-Monitoring of Attention
59(1)
Self-Instruction for Increasing Appropriate Behaviors
60(1)
The Responsibility Strategy
60(7)
What Is the Responsibility Strategy?
60(2)
A Research-Based Responsibility Strategy
62(2)
Who Should I Use This Strategy With?
64(1)
Implementing the Responsibility Strategy
64(3)
What's Next?
67(2)
Differentiating the Learning Process: Metacognition and Scaffolded Instruction
69(22)
The Need for Student Support
69(3)
Why Metacognition?
70(2)
Scaffolded Instruction
72(3)
Graphic Organizers
75(7)
Reconstructive Elaborations
82(3)
Reciprocal Teaching
85(3)
Conclusion
88(1)
What's Next?
88(3)
Learning Strategy Training
91(18)
Why a Learning Strategy Approach?
91(1)
What Is a Learning Strategy?
92(2)
Using Learning Strategies
94(5)
Step 1: Pretest and Commitment
96(1)
Step 2: Describe the Strategy
96(1)
Step 3: Model the Strategy
96(1)
Step 4: Verbal Rehearsal of the Strategy
97(1)
Step 5: Practice With Controlled Materials
97(1)
Step 6: Practice With Grade-Appropriate Materials
98(1)
Step 7: Commitment to Generalize the Strategy
98(1)
Step 8: Generalization and Maintenance
98(1)
A Strategy Training Example
99(5)
Learning Strategies in Math
104(1)
Developing Your Own Strategies
105(2)
Conclusion
107(1)
What's Next?
107(2)
Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time
109(18)
Initiating a Peer Tutoring System
111(9)
What a Peer Tutor Can Do
112(1)
Who Should Be a Peer Tutor?
113(2)
Communication With the Tutor
115(2)
Putting the Tutoring System Together
117(3)
Classwide Peer Tutoring (CWPT)
120(4)
The Tutor's Role in CWPT
122(1)
Advantages of CWPT
123(1)
Peer-Assisted Learning Strategies (PALS)
124(2)
Conclusion
126(1)
What's Next?
126(1)
Response to Intervention: Performance Monitoring for Differentiating Instruction
127(28)
Response to Intervention: Monitoring Student Performance
127(7)
Performance Monitoring Systems
128(1)
Curriculum-Based Measurement
129(2)
Criterion-Referenced Testing
131(3)
Precision Teaching
134(5)
A Sample of Precision Teaching
135(2)
Initiation of a Precision Teaching Project
137(2)
Advantages of Precision Teaching
139(1)
Response to Intervention
139(7)
Reading of New Words in the First Grade
140(6)
Assessment Innovations
146(5)
Performance Assessment
148(2)
Portfolio Assessment
150(1)
Assessment Modifications for the Differentiated Class
151(1)
Conclusion
152(1)
What's Next?
153(2)
Differentiation in Reading and Literacy Instruction
155(28)
What Is Literacy Instruction?
156(2)
Research on Literacy Instruction
158(1)
A Literacy Checklist
158(1)
Phonological Awareness and Instruction
158(5)
Phonemic Awareness Instruction
160(1)
Phonological Instruction
161(2)
Dibels: Measuring Early Literacy
163(1)
Word Attack and Word Recognition
164(4)
Word Bank Instruction
164(1)
Syllabication
165(2)
Structural Analysis
167(1)
A Structural Analysis Learning Strategy
167(1)
Vocabulary: Comprehending Words
168(3)
A Semantic Webbing Strategy
168(2)
A Cloze Procedure
170(1)
Reading Fluency
171(3)
Teaching for Fluency
171(2)
Reading Practices to Avoid
173(1)
Reading Comprehension Strategies
174(5)
A Prediction/Summarization Tactic
174(1)
A Text Lookback Tactic
175(2)
The Verbal Retelling Tactic
177(2)
A Storytelling Tactic
179(1)
Conclusion
179(2)
What's Next?
181(2)
Implementing Differentiated Instruction
183(10)
Self-Evaluation and Self-Congratulations
183(2)
A Professional Development Learning Community on Differentiation
185(3)
Activities of a Learning Community on Differentiation
185(2)
Creating a Learning Community on Differentiation
187(1)
Individual Implementation of Differentiation
188(3)
Targeting Students in Need
188(1)
Initiating Action Research
189(2)
Developing a Professional Improvement Plan
191(1)
Conclusion
191(2)
References 193(10)
Index 203

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