Jacqueline S. Thousand - Differentiating Instruction: Planning for Universal Design and Teaching for College and Career Readiness, 2nd Edition

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Differentiating Instruction

Second Edition

This book is lovingly dedicated to the school-age members of our family with the hope that they will have teachers who find and nurture their strengths, intelligences, and interests and bring fun to learning through the use of differentiated instructional strategies, such as those offered in this book.

Arden Sofia Villa-Nguyen

Amaya Rosalie Villa-Nguyen

Daryn Aeioun Chanan

Alaina Chantrea Reynoso Yem

Kalven Richard Chheng Rath

Rosalynn Sovanary Phan Rath

Differentiating Instruction

Planning for Universal Design and Teaching for College and Career Readiness

Second Edition

• Jacqueline S. Thousand
• Richard A. Villa
• Ann I. Nevin

FOR INFORMATION:

Corwin

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Copyright 2015 by Corwin

All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

All trade names and trademarks recited, referenced, or reflected herein are the property of their respective owners who retain all rights thereto.

Printed in the United States of America

A catalog record of this book is available from the Library of Congress.

ISBN: 9781483344454

This book is printed on acid-free paper.

14 15 16 17 18 10 9 8 7 6 5 4 3 2 1

Acquisitions Editor: Jessica Allan

Associate Editor: Kimberly Greenberg

Editorial Assistant: Cesar Reyes

Project Editor: Veronica Stapleton Hooper

Copy Editor: Janet Ford

Typesetter: C&M Digitals (P) Ltd.

Proofreader: Dennis W. Webb

Indexer: Sheila Bodell

Cover Designer: Scott Van Atta

Marketing Manager: Amanda Boudria

Contents

Special Features Listing of Tables, Figures, and Resources
Tables

Figures

Resources

A Letter to Our Readers
Dear Colleagues:
We are so excited to be able to share the second edition of this book with you. Like many of you, we have worked tirelessly for many years to inspire, relate to, and meet the needs of our students. At times we have been very successful; at other times, we have been less effective than we would like. In this book, we share two approaches that we have used and have seen used to differentiate instruction in elementary, middle, and secondary classes. When we (or our colleagues) have used either the retrofit approach or the universal design for learning approach to differentiation, we have witnessed success for both the teachers and the students. There is not much that can beat the rush you feel when you know that you are teaching effectively.
We recognize that the students who comprise todays classrooms are much more diverse than those who were students when we first began our teaching careers. Many of the practices that made a teacher effective when we were the students or just beginning our careers as teachers human relations, effective instruction, content mastery, classroom management, use of materials, and planning remain the same. However, today there is a greater need for effective teachers than at any other time in the history of our profession. Why?
Todays effective teachers must not only differentiate instruction to facilitate their students acquisition of core curriculum content, but they must do so much more: They must relate to and inspire their students from various backgrounds and life circumstances in caring communities of learners; they must collaborate with others in planning and teaching, employing educational technology to promote access and motivate learners; they must prepare students for independence and self-determination; and finally, they must provide opportunities for learners to support one another to solve problems and to acquire and analyze information. Todays teachers can accomplish all of this employing high-yield instructional strategies and by using either the retrofit or the universal design for learning approaches to differentiated instruction detailed in this book.
The likelihood of success in using differentiated instruction is enhanced when you collaborate with others to learn the content, to plan and teach for differentiation, to reflect about the successes of the lessons that you teach, and to redesign your approach to refine and improve teaching effectiveness. Strategies for collaborative planning and teaching to accomplish the goals of differentiated instruction are offered throughout this book.
We have had the good fortune of experiencing the joy of being lifelong learners; we want that joy for you as well. We feel confident that when you are armed with the strategies and approaches found in this book, you will feel that rush of success when you apply these techniques in your lesson planning and implementation. We are also confident that when you see your students succeed you will see yourself as a more effective teacher. We encourage you to let us know how you are doing as you use the information offered in this book in your continued journey toward being the most effective teacher that you can be for all of your students.

Acknowledgments
The authors wish to acknowledge the following individuals whose work we reference and use in this book.
• Shonda Anderson
• Technical Assistance and Support Network
• University of Kansas Beech Center
• Lawrence, KS
• Ruth Beecher
• Teacher
• Robinson Elementary School
• Starksboro, VT
• Dr. Lisa A. Dieker
• Professor, Exceptional Education Department of Child, Family, and Community Sciences, College of Education
• University of Central Florida
• Orlando, FL
• Dr. Francis Duff
• Retired High School Language Arts Teacher

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