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Differentiated Instruction

Content Area Applications and Other Considerations for Teaching in Grades 5-12 in the Twenty-First Century

Edited by Ervin F. Sparapani

In the current standards-based, accountability-driven world of education, it is difficult for educators to use differentiated instruction to cater to the individual learning needs of each student. This book explains differentiating instruction in a way that connects to current standards and provides examples of challenging best practice lessons.


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University Press of America
Pages: 282 • Trim: 6⅜ x 9¼
978-0-7618-6084-6 • Hardback • August 2013 • $100.00 • (£77.00)
978-0-7618-6554-4 • Paperback • April 2015 • $51.99 • (£40.00)
978-0-7618-6085-3 • eBook • August 2013 • $49.00 • (£38.00)
Subjects: Education / Learning Styles, Education / Inclusive Education, Education / Essays, Education / Secondary, Education / Teaching / Methods & Strategies
Ervin F. Sparapani is a teacher educator in the Department of Middle/Secondary Education at Saginaw Valley State University. His main goal has always been to provide schools with teacher leaders who understand the uniqueness of learners and who can engage that uniqueness in enjoyable and challenging tasks.
List of Figures
List of Tables
Foreword by Pamela L. Ross McClain
Acknowledgments
Introduction, by
Ervin F. Sparapani
Part I: About Differentiated Instruction
1. The Nature of Instruction, by
Ervin F. Sparapani
2. About Differentiated Instruction, by
Ervin F. Sparapani, Ryan H. Walker, and Marie E. Van Tiflin
3. Standards and Benchmarks and Differentiated Instruction: Integrating Approaches to Teaching and Learning, by
Nicole M. Rogers and Barbara Garii.
4. Assessment: A Guiding Force for Differentiation, by
Byung-In Seo and Deborah L. Smith
Part II: Differentiated Instruction and Content Area Applications
5. Differentiating Instruction and Teaching the Middle School and High School English Language Arts, by
Shannon Pietras
6. Differentiating Instruction for Teaching Middle School and High School Mathematics, by
Gary Malburg and David K. Pugalee
7. Differentiating Instruction and Teaching Middle School and High School Science, by
Jonathon A. Gould and Betsy Diegel
8. Differentiated Instruction and Inquiry-Based Learning in Middle School and High School Social Studies, by
C. Rodney Williams
9. Differentiating Instruction and Teaching the Middle School and High School Arts, by
Carolyn J. Shaeffer and Scott R. Kirst
Part III: Differentiated Instruction and Other Considerations for Grades 5-12
10. Differentiating Instruction and Teaching for Higher-Level Thinking: The Thinking/Learning (T/L) System, by
Ervin F. Sparapani and Patricia L. Calahan
11. Using Technology to Differentiate Instruction, by
Amy M. Cooper and C. Rodney Williams
12. Response to Intervention (RTI): A System to Meet the Needs of All Students in Grades 5-12, by
Deborah L. Smith
13. Dropouts and Differentiation: Toward Understanding and Prevention, by
Brian J. Smith
14. Differentiated Instruction: Strategies for Students with Moderate and Severe Disabilities, by
Dorothy Squatrito Millar
Index


Ervin Sparapani delivers a synoptic text with perspective, depth and context that provides sustainable and practical implications for differentiated instruction—including the possibilities of technology and ideas for reaching all learners.


— David M. Callejo Perez, Carl A. Gerstacker Endowed Chair in Education & Chair, Human Subjects Institutional Review Board at Saginaw Valley State University


Sparapani’s edited text offers a unique perspective on differentiated instruction that maintains a practical focus on connections between standards, benchmarks, and assessment.
— Candace Schlein, assistant professor of curriculum studies and director of the MA in curriculum-general and of the Ed.S in curriculum and instruction degree programs at the University of Missouri-Kansas City


Ervin Sparapani presents a new look at differentiated instruction, tackling issues previously ignored by other authors. The inclusion of curriculum experts, differentiation for higher-order thinking, and technology’s role in differentiation sets this book apart from others of its type.
— David G. Fuchs, high-school mathematics teacher and runs the mathematics, asynchronous, hybrid, distance learning program for his high school


In his edited book, Ervin Sparapani recognizes the real needs of teachers. He provides an all-encompassing approach for teachers to deliver differentiated instruction in the 21st century classroom. This book is a must have for all educators at all levels. Sparapani’s approach is straightforward: to have success teachers can and must reach 21st century learners at their level.


— Danielle MacKay, high school social studies teacher who has been teaching for eleven years


Differentiated Instruction

Content Area Applications and Other Considerations for Teaching in Grades 5-12 in the Twenty-First Century

Cover Image
Hardback
Paperback
eBook
Summary
Summary
  • In the current standards-based, accountability-driven world of education, it is difficult for educators to use differentiated instruction to cater to the individual learning needs of each student. This book explains differentiating instruction in a way that connects to current standards and provides examples of challenging best practice lessons.


Details
Details
  • University Press of America
    Pages: 282 • Trim: 6⅜ x 9¼
    978-0-7618-6084-6 • Hardback • August 2013 • $100.00 • (£77.00)
    978-0-7618-6554-4 • Paperback • April 2015 • $51.99 • (£40.00)
    978-0-7618-6085-3 • eBook • August 2013 • $49.00 • (£38.00)
    Subjects: Education / Learning Styles, Education / Inclusive Education, Education / Essays, Education / Secondary, Education / Teaching / Methods & Strategies
Author
Author
  • Ervin F. Sparapani is a teacher educator in the Department of Middle/Secondary Education at Saginaw Valley State University. His main goal has always been to provide schools with teacher leaders who understand the uniqueness of learners and who can engage that uniqueness in enjoyable and challenging tasks.
Table of Contents
Table of Contents
  • List of Figures
    List of Tables
    Foreword by Pamela L. Ross McClain
    Acknowledgments
    Introduction, by
    Ervin F. Sparapani
    Part I: About Differentiated Instruction
    1. The Nature of Instruction, by
    Ervin F. Sparapani
    2. About Differentiated Instruction, by
    Ervin F. Sparapani, Ryan H. Walker, and Marie E. Van Tiflin
    3. Standards and Benchmarks and Differentiated Instruction: Integrating Approaches to Teaching and Learning, by
    Nicole M. Rogers and Barbara Garii.
    4. Assessment: A Guiding Force for Differentiation, by
    Byung-In Seo and Deborah L. Smith
    Part II: Differentiated Instruction and Content Area Applications
    5. Differentiating Instruction and Teaching the Middle School and High School English Language Arts, by
    Shannon Pietras
    6. Differentiating Instruction for Teaching Middle School and High School Mathematics, by
    Gary Malburg and David K. Pugalee
    7. Differentiating Instruction and Teaching Middle School and High School Science, by
    Jonathon A. Gould and Betsy Diegel
    8. Differentiated Instruction and Inquiry-Based Learning in Middle School and High School Social Studies, by
    C. Rodney Williams
    9. Differentiating Instruction and Teaching the Middle School and High School Arts, by
    Carolyn J. Shaeffer and Scott R. Kirst
    Part III: Differentiated Instruction and Other Considerations for Grades 5-12
    10. Differentiating Instruction and Teaching for Higher-Level Thinking: The Thinking/Learning (T/L) System, by
    Ervin F. Sparapani and Patricia L. Calahan
    11. Using Technology to Differentiate Instruction, by
    Amy M. Cooper and C. Rodney Williams
    12. Response to Intervention (RTI): A System to Meet the Needs of All Students in Grades 5-12, by
    Deborah L. Smith
    13. Dropouts and Differentiation: Toward Understanding and Prevention, by
    Brian J. Smith
    14. Differentiated Instruction: Strategies for Students with Moderate and Severe Disabilities, by
    Dorothy Squatrito Millar
    Index


Reviews
Reviews
  • Ervin Sparapani delivers a synoptic text with perspective, depth and context that provides sustainable and practical implications for differentiated instruction—including the possibilities of technology and ideas for reaching all learners.


    — David M. Callejo Perez, Carl A. Gerstacker Endowed Chair in Education & Chair, Human Subjects Institutional Review Board at Saginaw Valley State University


    Sparapani’s edited text offers a unique perspective on differentiated instruction that maintains a practical focus on connections between standards, benchmarks, and assessment.
    — Candace Schlein, assistant professor of curriculum studies and director of the MA in curriculum-general and of the Ed.S in curriculum and instruction degree programs at the University of Missouri-Kansas City


    Ervin Sparapani presents a new look at differentiated instruction, tackling issues previously ignored by other authors. The inclusion of curriculum experts, differentiation for higher-order thinking, and technology’s role in differentiation sets this book apart from others of its type.
    — David G. Fuchs, high-school mathematics teacher and runs the mathematics, asynchronous, hybrid, distance learning program for his high school


    In his edited book, Ervin Sparapani recognizes the real needs of teachers. He provides an all-encompassing approach for teachers to deliver differentiated instruction in the 21st century classroom. This book is a must have for all educators at all levels. Sparapani’s approach is straightforward: to have success teachers can and must reach 21st century learners at their level.


    — Danielle MacKay, high school social studies teacher who has been teaching for eleven years


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