Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles (Paperback)
  • Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles (Paperback)
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Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles (Paperback)

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Paperback 168 Pages / Published: 02/02/2006
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Differentiated instruction (DI) has been shown to maximize both learning and neural development for students of diverse backgrounds and abilities, but to date, DI has been easier to implement in elementary grades than in upper grades. "I have too much content to cover"; "My district requires me to follow a prescribed text"; "I'm good at lecturing"; "I can't see how I would grade all those different assignments"; "I don't know how"; "I thought I was differentiating"--all these are important reasons that high school teachers offer as obstacles to DI implementation.

Solution strategies for those obstacles and others is the focus of this important new teaching guide by Kathie Nunley, originator of the Layered Curriculum ™ method for teaching in mixed ability classrooms. Using common sense, wisdom, humor, and the latest brain research, Nunley offers supportive solutions for each problem; examples and scenarios illustrating the solutions in action; and a collection of new ideas for teachers to try as they begin differentiating content, process, assignments, and assessments in their classrooms.

This easy-to-navigate guide is sure to be a welcome and timely new resource for high school teachers, curriculum designers, instructional leaders, and pre-service students of secondary methods.

Publisher: SAGE Publications Inc
ISBN: 9781412917162
Number of pages: 168
Weight: 370 g
Dimensions: 254 x 177 x 10 mm


MEDIA REVIEWS
"Gives a clear road map to follow and provides vital information without preaching. The author acknowledges and places all of a teacher's concerns on the table, and whittles them away with classroom strategies. The casual yet clear format parallels high school teachers' needs." -- Toby Karten, Educational Consultant, College of New Jersey
"Differentiation at the high school level is one of the hottest topics and a greatly needed area for professional development. I really like the historical context; it tells us that we are in a `new' and different age in U.S. education history." -- Jacqueline Thousand, Professor, California State University, San Marcos
"Provides the readers with action strategies for differentiating instruction at the secondary level. It will be received with interest by many secondary school educators." -- J. David Smith, Professor of Education and Psychology
"I like the conversational tone of this book. The author is speaking to me, not at me. All of us veteran teachers have been through so many 'new' things that have been discarded after a year or two that we have become jaded. The ideas in this book will be useful for years to come." -- William Fitzhugh, Teacher
"This book offers 'assignments' that teachers can use to implement differentiation in their own classrooms, including devising a layered curriculum and offering students choices in displaying their skills." -- Class Notes, Spring 2006
"The use of analogies, examples, and classroom stories makes it both engaging and user-friendly. Solutions range far beyond the author's own Layered Curriculum method to include many practical solutions to challenges common to many high school teachers." -- CHOICE, June 2006

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