Items related to Supporting Differentiated Instruction: A Professional...
Synopsis
We now recognize that a one-size-fits-all instructional approach is unlikely to maximize achievement for all learners. Indeed, the goal of helping all students achieve high standards demands instruction that is responsive to their varied nature and needs. Supporting Differentiated Instruction: A Professional Learning Communities Approach pragmatically approaches the collaborative spirit of professional learning communities (PLCs) and the rigorous work of differentiated classroom instruction. This method combines the teaching decisions for professional staff and the learning decisions for students. As the discussion unfolds, this teaching-learning equation is examined in the practical light of how PLCs provide the decision-making platform for differentiated classroom instruction. Differentiated instruction logically extends from a straightforward propositionthat learners differ in their prior knowledge and experience, their interests, and their preferred ways of learning. Accordingly, the most effective teaching responds to these differences by adjusting (differentiating) how content is presented, how learners are able to process it, and how they are allowed to demonstrate their learning.
Teachers need plausible methods to put the profound theories of collaboration and differentiation into classroom practice. In short, teachers need a roadmap to guide them in fostering differentiated instruction from the PLC to the K12 classroom; Supporting Differentiated Instruction: A Professional Learning Community Approach is that roadmap. Ridden with teacher tools and techniques for reflective dialogue, this book will shape schools into a professional learning community that supports differentiated instruction. The discussion offers ideas to support meaningful decisions with plain talk about accessible, ongoing data and the instructional tools needed for robust differentiation in classroom instruction. Using the PLC approach to differentiate instruction, educators can achieve their target concernstudent success.
The chapters can either stand alone or create a comprehensive view of differentiated instruction through a PLC approach. Each chapter begins with a Take Away objective that guides the discussion and ends with Action Options of highly interactive strategies. These tools are designed for teams to utilize as they unpack the complex process of supporting and facilitating differentiated instruction. At the end of the day, the goal is to help PLC teams manage the complexity of the instructional arena in ways that personalize instruction for the success of each and every student.
"synopsis" may belong to another edition of this title.
About the Author
Robin J. Fogarty, PhD, is president of Robin Fogarty & Associates, a Chicago-based, minority-owned, educational publishing and consulting company. Her doctorate is in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands. Robin has published articles in Educational Leadership, Phi Delta Kappan, and the Journal of Staff Development and is currently co-authoring the PDK Online Discussion Guide. She is the author of numerous publications, including Brain-Compatible Classrooms, Ten Things New Teachers Need, Literacy Matters, How to Integrate the Curricula, Close the Achievement Gap, Informative Assessment: When It s Not About a Grade, Twelve Brain Principles That Make the Difference, and Nine Best Practices That Make the Difference. Her recent work includes the two-book leadership series, From Staff Room to Classroom. Brian M. Pete is cofounder of Robin Fogarty & Associates, an educational consulting and publishing company. He comes from a family of educators college professors, school superintendents, teachers, and teachers of teachers. He has a rich background in professional development. Brian has worked in, and taped classroom teachers and professional experts in, schools throughout the United States, Europe, Asia, Australia, and New Zealand. He has an eye for the teachable moment and the words to describe what he sees as skillful teaching. Brian s educational videos include Best Practices: Classroom Management and Best Practices: Active Learning Classrooms. He is co-author of five books: Data Driven Decisions, Twelve Brain Principles That Make the Difference, Nine Best Practices That Make the Difference, The Adult Learner, and A Look at Transfer. His most recent publications target change agents in the schools: From Staff Room to Classroom: A Guide to Planning and Coaching Professional Learning and From Staff Room to Classroom II: The One-Minute Professional Development Planner. In addition, Brian is co-authoring the PDK Online Discussion Guide.
Review
For over a decade I have seen the power of Professional Learning Communities as it improves the professional practice of collaboration and raising student achievement and for over a decade I have witnessed the practice of differentiated instruction to engage the student in his or her learning through multiple modalities. This book provides clarity with common sense approaches and offers practical activities to marry the practice of differentiated instruction into the Professional Learning Community model. --Paul Farmer, Professional Learning Communities at Work™ Associate, Fairfax, Virginia
Fogarty and Pete s work dovetails seamlessly with Professional Learning Communities. They clearly understand and acknowledge the power and impact of the collaborative culture, which is what Professional Learning Communities address. Through this lens of effective collaboration, they provide us with a good balance of research-based best practice, and easily accessed practical strategies for embedding differentiation as a part of daily instruction. Their approach demystifies differentiated instruction, setting teachers up to improve upon their instructional practice, which leads to our ultimate mission, high levels of learning for all students. --Kenneth Williams, author and speaker, Unfold the Soul, Tyrone, Georgia
This excellent, must-read resource fills in a necessary piece for supporting differentiated instruction using professional learning communities. The important task of planning effective instruction to meet the individual needs of today's learners is often met successfully by educators working in collaborative sessions. This "how to" resource gives manageable implementation tools for educator teams to plan instruction through productive community conversations. --Carolyn Chapman, educational consultant, Thomson, Georgia
Fogarty and Pete s work dovetails seamlessly with Professional Learning Communities. They clearly understand and acknowledge the power and impact of the collaborative culture, which is what Professional Learning Communities address. Through this lens of effective collaboration, they provide us with a good balance of research-based best practice, and easily accessed practical strategies for embedding differentiation as a part of daily instruction. Their approach demystifies differentiated instruction, setting teachers up to improve upon their instructional practice, which leads to our ultimate mission, high levels of learning for all students. --Kenneth Williams, author and speaker, Unfold the Soul, Tyrone, Georgia
This excellent, must-read resource fills in a necessary piece for supporting differentiated instruction using professional learning communities. The important task of planning effective instruction to meet the individual needs of today's learners is often met successfully by educators working in collaborative sessions. This "how to" resource gives manageable implementation tools for educator teams to plan instruction through productive community conversations. --Carolyn Chapman, educational consultant, Thomson, Georgia
Fogarty and Pete s work dovetails seamlessly with Professional Learning Communities. They clearly understand and acknowledge the power and impact of the collaborative culture, which is what Professional Learning Communities address. Through this lens of effective collaboration, they provide us with a good balance of research-based best practice, and easily accessed practical strategies for embedding differentiation as a part of daily instruction. Their approach demystifies differentiated instruction, setting teachers up to improve upon their instructional practice, which leads to our ultimate mission, high levels of learning for all students. --Kenneth Williams, author and speaker, Unfold the Soul, Tyrone, Georgia
This excellent, must-read resource fills in a necessary piece for supporting differentiated instruction using professional learning communities. The important task of planning effective instruction to meet the individual needs of today's learners is often met successfully by educators working in collaborative sessions. This "how to" resource gives manageable implementation tools for educator teams to plan instruction through productive community conversations. --Carolyn Chapman, educational consultant, Thomson, Georgia
"About this title" may belong to another edition of this title.
- PublisherSolution Tree
- Publication date2010
- ISBN 10 1935249568
- ISBN 13 9781935249566
- BindingHardcover
- LanguageEnglish
- Number of pages183
- Rating
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