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How To Differentiate Instruction - 9780131195004, paperback, Carol Ann Tomlinson
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Approximately£3.44
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A book with obvious wear. May have some damage to the book cover but the book is still completely intact. The binding may be slightly damaged around the edges but it is still completely intact. May have some underlining and highlighting of text and some writing in the margins, but there are no missing pages or anything else that would compromise the readability or legibility of the text. See the seller’s listing for full details and description of any imperfections.
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eBay item number:285651940047
Item specifics
- Condition
- Book Title
- How To Differentiate Instruction In Mixed Ability Classrooms
- ISBN
- 9780131195004
- Subject Area
- Education
- Publication Name
- How to Differentiate Instruction in Mixed-Ability Classrooms
- Publisher
- Prentice Hall PTR
- Item Length
- 10 in
- Subject
- Classroom Management, Learning Styles, Teaching Methods & Materials / General
- Publication Year
- 2004
- Type
- Textbook
- Format
- Perfect
- Language
- English
- Item Height
- 0.2 in
- Features
- Revised
- Item Weight
- 7.4 Oz
- Item Width
- 8 in
- Number of Pages
- 128 Pages
About this product
Product Identifiers
Publisher
Prentice Hall PTR
ISBN-10
013119500X
ISBN-13
9780131195004
eBay Product ID (ePID)
13038256572
Product Key Features
Number of Pages
128 Pages
Language
English
Publication Name
How to Differentiate Instruction in Mixed-Ability Classrooms
Subject
Classroom Management, Learning Styles, Teaching Methods & Materials / General
Publication Year
2004
Features
Revised
Type
Textbook
Subject Area
Education
Format
Perfect
Dimensions
Item Height
0.2 in
Item Weight
7.4 Oz
Item Length
10 in
Item Width
8 in
Additional Product Features
Edition Number
2
Intended Audience
College Audience
Dewey Edition
21
Illustrated
Yes
Dewey Decimal
371.2/52
Edition Description
Revised edition
Table Of Content
Introduction Chapter One: What Differentiated Instruction Is--And Isn't Chapter Two: The Rationale for Differentiated Instruction in Mixed-Ability Classrooms Chapter Three: The Role of the Teacher in a Differentiated Classroom Chapter Four: The Learning Environment in a Differentiated Classroom Chapter Five: A Look Inside Some Differentiated Classrooms Chapter Six: Strategies for Managing a Differentiated Classroom Chapter Seven: Preparing Students and Parents for a Differentiated Classroom Chapter Eight: The How To's of Planning Lessons Differentiated by Readiness Chapter Nine: The How To's of Planning Lessons Differentiated by Interest Chapter Ten: The How To's of Planning Lessons Differentiated by Learning Profile Chapter Eleven: Differentiating Content Chapter Twelve: Differentiating Process Chapter Thirteen: Differentiating Products Chapter Fourteen: Grading in a Differentiated Classroom A Final Thought Appendix: A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms References Further Reading Index About the Author
Synopsis
For education courses in Educational Psychology, Advanced Educational Psychology, Differentiated Instruction, Inclusion/Mainstreaming, Mild/Moderate Disabilities Methods, or General Methods (K-12). This brief Merrill/ASCD text provides guidance, principles, and strategies for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The text will help educators understand what differentiated instruction is, why it is appropriate for all learners, how to begin to plan for it, and how to become comfortable enough with student differences to make school comfortable for each learner in the classroom., Three new chapters, extended examples, and field-tested strategies--aid teachers to successfully instruct the many diverse learners they will encounter in the classroom. Content includes learning centers, hands-on activities, contracts, and investigative projects--provides proven ideas for teachers on how to match instructional approaches to the readiness, interest, and talents of all students. New ways of structuring lessons to provide "scaffolds" for the lesson content, the procedures used in learning, and the products of learning are discussed in depth and help teachers stay abreast of the latest in the field.
LC Classification Number
LB3061.3.T65 2005
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