The Mixed Ability Class PDF Download

Author: Julie Tice
Publisher:
ISBN: 9788429449273
Category : English language
Languages : en
Pages : 96

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Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416618635
Category : Education
Languages : en
Pages : 210

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Book Description
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.

Author: Carol A. Tomlinson
Publisher: ASCD
ISBN: 0871205122
Category : Education
Languages : en
Pages : 128

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Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.

Author: Damian Cooper
Publisher: Solution Tree Press
ISBN: 1935543873
Category : Education
Languages : en
Pages : 281

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Book Description
Learn how to define proficiency accurately and differentiate to help all students achieve it. With a focus on mixed-ability classes, the author outlines instructional practices that engage, empower, and motivate students. Using stories, strategies, case histories, and sample documents, he explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners.

Author: Inspectorate of Schools (England and Wales)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 154

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Author: Jill Hadfield
Publisher: Oxford University Press
ISBN: 0194426041
Category : Study Aids
Languages : en
Pages : 206

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Book Description
This very popular series gives teachers practical advice and guidance, together with resource ideas and materials for the classroom.

Author: Luke Prodromou
Publisher:
ISBN: 9780333493861
Category : Classroom management
Languages : en
Pages : 168

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Author: Jeff Zwiers
Publisher: Taylor & Francis
ISBN: 1003843298
Category : Education
Languages : en
Pages : 249

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Book Description
Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.

Author: Edmund Dudley
Publisher: Oxford University Press
ISBN: 0194200167
Category : Study Aids
Languages : en
Pages : 148

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Book Description
Into the Classroom is a series of short, practical guides that help teachers who work in the primary and secondary school setting to make sense of new teaching tools, techniques, and educational policy, with ideas for implementing them in the classroom. Mixed-Ability Teaching shows how collaborative ways of working can promote a positive classroom atmosphere and offer support and challenge for every student. Helps teachers prepare effectively for lessons by looking at the factors and variables that characterize mixed-ability groups. Suggests constructive and imaginative solutions to the challenges associated with activating all learners in mixed-ability groups. Explores a learner-centred approach to assessment and develops techniques that combine evaluation with learning. Provides practical classroom ideas for improving the learning environment through differentiated and open-ended language learning activities. Extra resources are available from: www.oup.com/elt/teacher/itc Edmund Dudley is a freelance teacher trainer and English teacher based in Hungary. His main area of interest is teaching teenagers, and he has considerable experience of working with mixed-ability classes at both primary and secondary levels. Erika Osváth is a freelance teacher trainer and English teacher based in Hungary. She has extensive experience of teaching mixed-ability classes at both primary and secondary levels in many international settings.

Author: Douglas Fisher
Publisher: Corwin Press
ISBN: 1506344038
Category : Education
Languages : en
Pages : 143

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Book Description
"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.