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Differentiated Instructional Strategies

Differentiated Instructional Strategies
One Size Doesn't Fit All

Third Edition

December 2012 | 232 pages | Corwin

Your favorite differentiated instruction text just got better!

If you're in need of a single resource to put differentiated instruction immediately into practice, then follow the lead of 100,000+ teachers and look to Gregory and Chapman's ground-breaking text. Across two editions, the book has remained unmatched in its simplicity and practicality. The same is just as true with this new edition. But with new strategies, updates throughout, a Common Core lesson-planning template, and a larger format, the third edition is an even richer resource.

Why has Differentiated Instructional Strategies remained such a classroom favorite?

  • Its deep research base coupled with immediately useable examples
  • Its start-to-finish six-step process, beginning with establishing a classroom climate, then getting to know students
  • Its emphasis on formative assessment before, during, and after learning
  • Its many instructional strategies for using the data gathered
  • Its many models for planning effective differentiated lessons, supported by 70+ templates, tools, and questionnaires

Whether you're a first-time user or longtime fan, you'll find everything you need to create a truly brain-friendly differentiated classroom.

1. One Size Doesn't Fit All
2. Creating a Climate for Learning
3. Knowing the Learner
4. Assessing the Learner
5. Adjusting, Compacting, and Grouping
6. Instructional Strategies for Student Success
7. Curriculum Approaches for Differentiated Classrooms
8. Putting it All Together in Your Differentiated Classroom

Liked the variety of applicable activities. great resource!

Mrs Andrea Wange
School of Education: Curriculum and Instruction, University Of South Dakota
March 22, 2015
Key features
  • Provides educators with a six-step planning model for implementing differentiated learning in the classroom
  • Guides teachers through the process of determining what will be taught, establishing formative assessment strategies to collect data, and creating an appropriate final assessment aligned to the Common Core state standards
  • Describes how to activate students' prior knowledge and use "emotional hooks" to engage their brains and capture their attention
  • Explains how to make decisions about what students need to learn and whether the knowledge acquisition will take place in a total group setting or in small groups based on readiness or interest.
  • Describes how to provide students with opportunities to practice and become actively engaged in the classroom
  • Explains how to create thoughtful assessments that provide students with choices for demonstrating their knowledge and that honor the diversity of students' learning preferences, multiple intelligences, and personal interests

For instructors

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