Differentiated Instruction (DI) is a powerful way to meet the individual and diverse needs of students. Principals, administrators, staff developers, and teacher trainers who are introducing or strengthening DI initiatives in their schools can do so more effectively if they use differentiated staff development activities appropriate to the backgrounds, experiences, abilities and interests of the teachers they are training and supervising. This book uses a "one size doesn't fit all" approach to faculty training, observation, and supervision for DI implementation.Among the topics covered for DI implementation are quality staff development and job-embedded training strategies for the entire professional learning community; step-by-step training activities using Gregory & Chapman's Differentiated Instructional Strategies (CORWIN, 2002) and other DI resources; suggestions for observation, coaching, and supervision; and an implementation profile to assess how every member of the faculty is progressing toward differentiation. A list of training resources and a full bibliography are included.
Table of Contents
Acknowledgments About the Author Introduction: Adults Need Differentiated Learning Opportunities Too Part I. Building School Capacity Through Professional Development I-1. School Capacity and Student Achievement I-2. Job-Embedded Strategies for Differentiated Professional Development Part II. Book Study Using Differentiated Instructional Strategies: One Size Doesn't Fit All and Other Training Resources II-Introduction: One Size Doesn't Fit All II-1. Creating a Climate for Learning II-2. Knowing the Learner II-3. Assessing the Learner II-4. Adjusting, Compacting, and Grouping II-5. Instructional Strategies for Student Success II-6. Curriculum Approaches for Differentiated Classrooms Part III. Managing Change in the Professional Learning Community III-1. The Implementation Process III-2. Observation and Supervision Training Resources Bibliography Index
Gayle H. Gregory consults throughout Europe, Asia, North and South America, and Australia with teachers, administrators, and staff developers in the areas of differentiated instruction, emotional intelligence, brain-compatible learning, block scheduling, and instructional and assessment practices. She also works with educators in the areas of cooperative group learning, presentation skills, coaching and mentoring, renewal of secondary schools, and facilitating large-scale change. A member of both the Association for Supervision and Curriculum Development and the National Staff Development Council, Gregory has recently written Differentiated Instructional Strategies in Practice, Second Edition: Training, Implementation, and Supervision (Corwin Press, December 2007) and her bestsellers include Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (Corwin Press, 2005).