learning community
characteristics indicating effectiveness
of, 21–24
support of, 21
learning contracts, 34ƒ, 38, 76, 80, 106ƒ
content component, 76
skills component, 76
learning disabilities, v
learning environments, type of, 61ƒ
learning logs, 36, 80
learning preferences, effect of teachers’, 63
learning process, students active in, 8
learning profiles, 2, 45, 60–62, 69ƒ–70ƒ
categories of factors, 60–62, 63
changing, 13
contracts used to address differences
in, 106ƒ
differentiating content for, 64–65, 73
differentiating process for, 65, 80
differentiating product for, 66, 87ƒ
as guide to differentiation, 32, 45
guidelines for differentiation based on,
63–64
planning lessons differentiated by,
60–71
presenting students with vocabulary
of, 63
strategies supporting differentiation,
64, 65f
student-structured differentiation, 63
teacher-structured differentiation, 63
using learning centers to address, 28,
103ƒ
learning styles. See learning profiles
learning time, maximizing use of, 74–75
lesson planning
differentiated by interest, 52–59
differentiated by learning profile,
60–71
differentiated by readiness, 45–51
lessons
characteristics of effectiveness in, 49
plan for ending, 37
qualities of, 20
line graphs, 39–40
linear learning style, 61ƒ
literature circles, 34ƒ, 59, 59ƒ, 80
logical/mathematical intelligence, 61ƒ, 62
management, classroom, 32–38, 98–106
math application studies, 30, 31
math curriculum
before and after differentiation, 68ƒ
compacting in, 75
expanding student interest in, 55
using Menu for Success to differentiate
learning for, 65
using process or activities for
differentiated instruction, 51
meaning-making, 8, 16
memory loss from classroom instruction,
74
group work (continued)
teacher checklist for, 24ƒ
grouping strategies, 26, 41
growth
expectation of, 22
student responsibility for, 5
teacher-student collaboration for,
23–24
Hawking, Stephen, 46
help, ensuring students can find, 36
highlighted print materials, 77
history curriculum
addressing students’ differences in, 53,
66–71, 73
diagnosing student interest for, 71
diagnosing student learning profile for,
71
diagnosing student readiness for, 71
expanding student interest in, 55
using investigative projects in teaching,
29–30
home base, 36
homework, 25ƒ, 34ƒ, 38, 50ƒ
homogeneous grouping, 2–3
hypothesizing, 82–83
IEP (individualized educational plan), 90
improvisation, 19
independence, 48, 91–92
adjusting in tiered assignments, 101ƒ
required for interest-based
differentiation, 57
independent orientation, 61ƒ
independent projects, 99ƒ
independent study, 25ƒ, 30, 31, 34ƒ, 59ƒ,
81ƒ
independent work, 3
individual instruction, 5, 14
individualized activities, 25ƒ
individualized instruction, 2. See also IEP
inductive learning style, 61ƒ
inertia, study of in differentiated science
class, 29
insight, 48
instruction, fragmentation of, 2
instructional flow, 67ƒ, 68ƒ
intelligences, 60, 61ƒ, 62, 65ƒ
interactive journals, 82–84
interest, 45
contract used to address differences in,
106ƒ
differentiating content for, 73
differentiating process for, 80
differentiating product for, 87ƒ
drawing on, 53–54
expanding in history, 55
expanding in math, 55
as guide to differentiation, 45
planning lessons differentiated by,
52–59
using flexible grouping to address,
102ƒ
using learning centers to address,
103ƒ
interest areas, 56ƒ
interest-based differentiation
goals of, 53
guidelines for, 55–58
in history curriculum, 53–54
independence required for, 57
in language arts, 54
in primary classroom, 54
strategies supporting, 58–59, 59ƒ
interest-based exploration, 28, 57
interest-based findings, ways to share, 57
interest-based groups, 102ƒ
interest-based tasks, 100ƒ
interest centers, 25ƒ, 28, 31, 54, 80
described, 100ƒ
student choice of, 28
interest groups, 34ƒ, 54, 59ƒ, 80, 81ƒ,
100ƒ
Internet, using to differentiate available
materials, 75
interpersonal intelligence, 61ƒ, 62
interpersonal learning style, 61ƒ
intrapersonal intelligence, 61ƒ, 62
introspective learning style, 61ƒ
I-Search, 58, 59ƒ
Jigsaw, 34ƒ, 52, 59, 59ƒ, 80
journal prompts, 34ƒ, 83
journals, 80
journal writing, as anchor activity, 35
key concepts, focus on, 19
key ideas digest, 77
kindergarten, differentiating product for,
88–90
kinesthetic ability, 13
kinesthetic learners, 61ƒ, 65
kinesthetic presentation, 65ƒ
knowledge, organization of, 8
labs, 80
language arts, 52, 54, 73
leap of application, 47ƒ, 48
leap of insight, 91–92
learner variance, learning how to address,
17–19
learners, advanced. See advanced learners
learners, struggling. See struggling learners
learning
effective, 8
influences on, 9
linking approaches to different styles
of, 73
motivation for, 8–9
optimized just past independence
level, 8
powerful, 13
students’ responsibility for, 38
using different avenues to, 14
learning centers, 28, 31, 80, 103ƒ
113
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Index