The Study Guide questions that you need for your notebook are listed below.
Chapter 1
#4: Based on what you've read in this chapter, jot down what you see as the key principles, or governing ideas, of differentiated classrooms.
Chapter 2
#1: The author lists eight principles that guide differentiated instruction. To what extent do you see each these principles in your classroom or school? Provide specific examples.
Chapter 3
#5: On page 42, the author presents a set of assumptions underlying differentiation. Discuss them individually and as a set. Does the author's line of logic work for you? If so, why? If not, what would you offer to refute or revise the assumptions?
Chapter 4
#1: If you could observe yourself in action in the classroom, what image of teaching and learning would you see? How might the current approaches you and your students take facilitate differentiation or make it more of a challenge to implement?
#5: Think about "positive classroom management" as it's described in this chapter. What does it look like? Feel like? What messages does it send?
Chapter 5
#2: Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
#6: Review the example of Ms. Johnson on pages 74–77. What are some ways that she differentiates content, process, and product for her middle schoolers? Make a list of the challenges she might face in carrying out the unit. How might she (or you) surmount such challenges? It may be helpful to use the chart on page 77 to support your discussion.
#7: What's your understanding of the curriculum–assessment–instruction cycle? Do you agree that it's largely common sense—but that common sense can be uncommonly difficult to achieve?
Chapter 6
#2: Scan the material on pages 83–101 to find an example from a grade level close to the one you teach (or the grade-level you're most interested in). Reread this example, looking for evidence ofwhat is being differentiated, how it's being differentiated, and why it's being differentiated. Use Figure 6.2 to guide your thinking and sharing.
#4: Now think about an example from your own curriculum and classroom. How might you answer thewhat, why, and how questions in terms of planning differentiation?
Chapter 7
#2.1: How could the strategy support or facilitate differentiation and the attention to a variety of student learning needs in your class?
#2.2: What are the key components of the strategy? How would you need to adjust your planning in order to use the strategy with fidelity?
Chapter 8
#2: Consider how you might implement one of these strategies as part of a differentiated activity or unit.
#2.1: How could you find more information about this strategy?
#2.2: Which unit or lesson would be the best fit for this strategy? What factors are important?
#2.3: Think about the what, how, and why. Would you use the strategy to address student readiness, interest, learning profile, or a combination of these areas of need? Would the lesson predominately focus on content, process, or product? How will differentiating this lesson support student learning?
#2.4: What are some other questions or factors you need to consider as you plan to implement this strategy for the purpose of differentiation?
Chapter 9
#2: Read the five tips the author gives for "Getting Started" with differentiation (pp. 152–157). For each tip, jot down one or two associated things you could do in your classroom to support differentiation.
#4: Before reading "Some Practical Considerations" and "Developing a Support System" (pp. 160–169), reflect on what you've learned about differentiation so far. What practical challenges do you see to implementing differentiated approaches? Where might you go for support in your differentiation effort?
To view the complete study guide that SHOULD have been in your book, visit: http://www.ascd.org/publications/books/108029/chapters/An-ASCD-Study-Guide-for-The-Differentiated-Classroom@-Responding-to-the-Needs-of-All-Learners-(2nd-Edition).aspx
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