Differentiated Instructional Strategies: One Size Doesn′t Fit All - Tapa blanda

A teacher-friendly guide to differentiating instruction based on sound theory and best practice. (Joanne Quinn, Director of Continuing Education)

A practical, persuasive, and useful guide. Differentiated Instructional Strategies is highly recommended reading for classroom educators and a seminal contribution to teacher education supplemental reading lists and academic reference collections. (Midwest Book Review)

[The book] is highly recommended reading for classroom educators and a seminal contribution to Teacher Education supplemental reading lists and academic reference collections. (Wisconsin Bookwatch)

Differentiated Instructional Strategies: One Size Doesn’t Fit All provides information about strategies that will enable teachers to plan strategically so they can meet the needs of the wide variety of students in today’s highly diverse classroom. Presented in an easy-to-use format, practical techniques and processes are shared that can be used to plan and adjust learning based on pre-assessment of individual students’ knowledge, skills, experience, preferences, and needs. ("Gifted Child Today," January 2003 January 2003)

My principals use Differentiated Instructional Strategies to design appropriate strategies for evaluating whether the needs of all learners have been met. (Linda S. Tafel, Professor)

Differentiated Instruction enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today. In this volume, the authors share techniques for finding the strengths and uniqueness of each child, as well as identifying learning style theories and multiple intelligences along with tools to help teachers better know their students' styles and preferences. Suggestions and examples of effective pre-assessment tools are outlined, as well as ideas for grading and tools to use during and after the learning process.

A practical process is outlined that allows teachers to adjust learning based on students' knowledge, skills, past experiences, preferences and needs. Adjusting, compacting, and grouping are explored, and techniques to form groups and design interactions are examined. The authors discuss the most recent and best practices and pedagogy that make a difference in student achievement, and explore and outline brain-based strategies.