Differentiated Instruction: A Guide for World Language Teachers
Autor Deborah Blazen Limba Engleză Paperback – 14 noi 2023
Features new to this edition include:
- activities aligned with the latest ACTFL and CEFR standards
- ideas and activities for project-based learning, virtual learning, and learning with digital tools, such as ChatGPT
- up-to-date latest guidance on learning styles and using variety in teaching
- more photocopiable forms, checklists, and handouts for suggested activities
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Specificații
ISBN-13: 9781032258287
ISBN-10: 1032258284
Pagini: 224
Ilustrații: 18 Tables, black and white; 46 Line drawings, black and white; 8 Halftones, black and white; 54 Illustrations, black and white
Dimensiuni: 210 x 280 x 14 mm
Greutate: 0.41 kg
Ediția:3 ed
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1032258284
Pagini: 224
Ilustrații: 18 Tables, black and white; 46 Line drawings, black and white; 8 Halftones, black and white; 54 Illustrations, black and white
Dimensiuni: 210 x 280 x 14 mm
Greutate: 0.41 kg
Ediția:3 ed
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
ProfessionalCuprins
Detailed Contents
Meet the Author
Preface
New to the Third Edition
I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’T
What is differentiated instruction?..................................................
Definition…………………………………………………
What differentiation is not……………………………….
Important beliefs and practices……………………………………
Some research to support differentiation………………………….
II. FROM CONTENT TO PROCESS TO PRODUCT
Content, or What to Teach…………………………………………
Process, or How to Practice………………………………………….
Product, or How to Assess…………………………………………
Preparing yourself………………………………………………..
Preparing the students……………………………………………
Management issues and ideas……………………………………
III. PLANNING A DIFFERENTIATED UNIT
Identify what is to be taught (Content…………………………..
Pre-assess students’ needs and capabilities………………………
Choose the form(s) of assessment to use (Product)……………..
Decide on the method of presentation…………………………..
Classroom environment…………………………………………
Select a variety of learning strategies (Process)………………….
Sample units………………………………………………………
IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening
Low-prep and high-prep activities list…………………………...
Activities listed by proficiency levels…………………………...
Tic-tac-toe for description of people……………………
Vocabulary………………………………………………………
Speaking/Listening………………………………………………
V. Ideas Smorgasbord: Reading
Pre-reading ……………………………………………………….
Reading …………………………………………………………..
Post-reading ………………………………………………………
Post-reading projects……………………………………
List: Everyday Texts…………………………………………….
VI: Ideas Smorgasbord: Writing and Review
Writing……………………………………………………………
Review……………………………………………………………
List: ABCs of Products…………. …………………………….
VII. Differentiated Assessment
Formal and Informal…………………………………………….
Use choice ………………………………………………….……
Use context………………………………………………………
Use variety………………………………………………….……
Managing grades…………………………………………….…..
VIII. Reflections on Differentiation
Guidelines……………………………………………………..
Graphics…………………………………………………………
Support Systems…………………………………………………..
Frequently Asked Questions and Answers……………………….
APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS……
APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS……………………………………………….
APPENDIX C: STANDARDS REFERENCED IN THIS BOOK………
Bibliography………………………………………………………………
Meet the Author
Preface
New to the Third Edition
I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’T
What is differentiated instruction?..................................................
Definition…………………………………………………
What differentiation is not……………………………….
Important beliefs and practices……………………………………
Some research to support differentiation………………………….
II. FROM CONTENT TO PROCESS TO PRODUCT
Content, or What to Teach…………………………………………
Process, or How to Practice………………………………………….
Product, or How to Assess…………………………………………
Preparing yourself………………………………………………..
Preparing the students……………………………………………
Management issues and ideas……………………………………
III. PLANNING A DIFFERENTIATED UNIT
Identify what is to be taught (Content…………………………..
Pre-assess students’ needs and capabilities………………………
Choose the form(s) of assessment to use (Product)……………..
Decide on the method of presentation…………………………..
Classroom environment…………………………………………
Select a variety of learning strategies (Process)………………….
Sample units………………………………………………………
IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening
Low-prep and high-prep activities list…………………………...
Activities listed by proficiency levels…………………………...
Tic-tac-toe for description of people……………………
Vocabulary………………………………………………………
Speaking/Listening………………………………………………
V. Ideas Smorgasbord: Reading
Pre-reading ……………………………………………………….
Reading …………………………………………………………..
Post-reading ………………………………………………………
Post-reading projects……………………………………
List: Everyday Texts…………………………………………….
VI: Ideas Smorgasbord: Writing and Review
Writing……………………………………………………………
Review……………………………………………………………
List: ABCs of Products…………. …………………………….
VII. Differentiated Assessment
Formal and Informal…………………………………………….
Use choice ………………………………………………….……
Use context………………………………………………………
Use variety………………………………………………….……
Managing grades…………………………………………….…..
VIII. Reflections on Differentiation
Guidelines……………………………………………………..
Graphics…………………………………………………………
Support Systems…………………………………………………..
Frequently Asked Questions and Answers……………………….
APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS……
APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS……………………………………………….
APPENDIX C: STANDARDS REFERENCED IN THIS BOOK………
Bibliography………………………………………………………………
Notă biografică
Deborah Blaz has taught French to grades 7 through 12 for the past 44 years in Indiana and has taught dual-credit, AP, and college classes. She also served as the world language department chair at her school until her retirement in June 2023. An award-winning teacher, she frequently presents workshops and keynotes, regionally, nationally, and internationally.
Descriere
In the third edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones.