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The Ultimate Guide to Differentiation : Achieving Excellence for All /
This book is the ultimate guide to differentiation in early years, schools and further education settings by Sue Cowley, bestselling author of Getting the Buggers to Behave. It offers over 90 practical and time-saving strategies for effective differentiation in every classroom. The Ultimate Guide to...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Bloomsbury : Bloomsbury Education,
2018.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Series; Title; Copyright; Contents; Acknowledgements; Introduction; Chapter 1 Planning; Getting to know your learners; What differences are there?; Going in cold; Before you begin; A letter from home; Home visits; Transition; Lesson plans; Questions for consideration; Approaches to differentiated planning; Planning to the top; Topping and tailing; The three column method; Increasing complexity; Different timings; Circus of activities; Worksheets; Using learnersâ#x80;#x99; interests; Projects; Mini lessons; Home/expert groups; Differentiated groupings.
- Attainment groupings versus mixed groupingsPeer group teaching for differentiation; Learning objectives; The role of support staff; Planning with support staff; Chapter 2 Resources; The teaching space; Classroom layout; Seating plans; The teacher within the space; Displays; Displays for information and support; Displays for inspiration and motivation; Displays for ongoing learning; Working wall; Displays for stretch and challenge; Enabling environments; Planning boards; Using learnersâ#x80;#x99; interests as a resource; Methods for differentiation by resource; Resources for support.
- Resources for challengeResources for understanding; Resources for checking understanding; Resources for motivation and focus; Resources for supporting writing; Technological resources; Assistive technology; Managing resources within the space; Chapter 3 The learners; Learner profiles; Personality; Relationships; Prior learning; Classroom and behaviour management; Motivation and rewards; Learners with SEND; Types of SEND; Learners on the autistic spectrum; Learners with dyslexia; Learners with ADHD; Learners with working memory problems; Learners with EAL; Starting points.
- Thinking about languageThinking about talk; Best practice in the EAL classroom; Homeâ#x80;#x93;school communication; Chapter 4 The teacher and the teaching; Teacher attitudes; The importance of self-reflection; Modelling; Giving instructions; Developing vocabulary; Variety of vocabulary; Routines for learning; What should I do if I need help?; Iâ#x80;#x99;ve finished â#x80;#x93; what do I do now?; Introducing the lesson; Visuals and organising information; Supporting retention; Retaining skills; Retaining facts; Using stories; Offering choice; Techniques for effective group work; Setting targets and timings.
- Differentiating homeworkChapter 5 Assessment; Pre-assessment; Formative assessment; Summative assessment; Creating effective assessments; Finding assessments; Designing assessments; Linking assessments to learning; Involving the learners in assessment; Assessment and unlearning; Informal assessments; Observations, assessment and learning; Observations and the teaching space; Marking and feedback; Using technology for assessment; Ofsted; Bibliography; Index; Also available from Sue Cowley.