Description
In this volume of reprinted Corwin essays, Laud, who teaches an online course on differentiated middle school math instruction at Bank Street College of Education, compiles nine chapters by US education scholars and teachers on differentiated instruction in literacy, math, and science. They cover reading comprehension, the use of a guided release of responsibility model to help students take responsibility of their own learning, writing instruction, a model for math teaching based on brain research about how students learn, teaching math to struggling and gifted students, differentiation of math instruction within a response to intervention model, and discussion of a specific differentiated science lesson and across the science curriculum in general. No index is provided. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)
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Content-specific DI guidance from the best minds in education In this collection, current research on the most effective differentiation practices for differentiating instruction in literacy, mathematics, and scienceis brought alive through the many strategies and examples. Topics covered include: Reading and writing: A comprehensive array of models for differentiating reading instruction; gradual release of responsibility to accelerate progress; and multi-tiered writing instruction Mathematics: Support for both low- and high-achieving students, including interventions and challenges, and the implementation of RTI in math instruction Science: Models and methods for increasing student achievement through differentiated science inquiry
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