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Instruction
Assessment
Classroom Management
Some Guidelines for Differentiating in Response to Student Readiness
Content, Process, and Product Differentiation Based on Student Readiness
Content
Process
Product
Learning Contracts and Tiering for Differentiation
Learning Contracts
Tiering
Exercise 5.1
Questions for Teachers About Differentiating Instruction Based on Student Readiness
Exercise 5.2
Activities for Differentiating Content, Process, and Product Based on Student Readiness
6 Differentiating in Response to Student Interest
Attend to Student Interest
Why Student Interests Matter
Neuroscience and Interest
Seven Themes for Addressing Student Interest in the Classroom
The Role of Classroom Elements in Planning for Interest-Based Differentiation
Learning Environment
Curriculum
Assessment
Classroom Management
Guidelines for Differentiating in Response to Student Interest
Guidelines for Differentiating Content, Process, and Product Based on Student Interest
Content
Process
Product
Guidelines for Differentiating With Expert Groups and Sidebar Studies
Expert Groups
Sidebar Studies
Exercise 6.1
Questions for Teachers About Differentiating Instruction Based on Student Interest
Exercise 6.2
Activities for Differentiating Content, Process, and Product Based on Student Interest
7 Differentiating in Response to Student Learning Profile
The Aspects of Learning Profile
Learning Styles
Intelligence Preferences
Culture
Gender
Learning Profile: An Evolving Concept
What Neuroscience Research Says About Learning Profile
What a Learning Profile Should and Shouldn’t Mean
Some Guidelines for Differentiating in Response to Learning Profile
Differentiate Content, Process, and Product Based on Learning Profile
Content
Process
Product
Differentiate With Synthesis Groups and Thinking Caps
Synthesis Groups
Thinking Caps
An Additional Thought
Exercise 7.1
Questions for Teachers About Differentiating Instruction Based on Student Learning Profile
8 Managing a Differentiated Classroom
A Common View of Classroom Management
An Alternative View of Classroom Management
Eight Principles of Leading Students
Beginning to Lead
Helping Students Examine Their Learning Differences
Graphing Strengths
Trying It on for Size
Visiting the Doctor
Making Paper People
Helping Students Think About Differentiation
Some Guidelines for Managing a Differentiated Classroom
Use Anchor Activities
Consider Using Assigned or Home-Base Seats
Set Basic Parameters
Develop Methods for Assigning Students to Groups
Develop Methods for Giving Directions for Multiple Tasks
Develop Procedures for Students to Get Help When the Teacher Is Busy
Leading and Managing Successfully
Exercise 8.1
Some Guidelines to Ensure Effective Group Work
