The Elementary Teacher s Book of Lists Gary Robert Muschla, Judith A. Muschla, and Erin Muschla ISBN

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3 Jossey-Bass Teacher Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom-tested and researchbased teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best. From ready-to-use classroom activities to the latest teaching framework, our valuepacked books provide insightful, practical, and comprehensive materials on the topics that matter most to K 12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

4 The Elementary Teacher s Book of Lists Gary Robert Muschla, Judith A. Muschla, and Erin Muschla ISBN The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders Sandra F. Rief ISBN The Reading Teacher s Book of Lists, Fifth Edition Edward B. Fry and Jacqueline E. Kress ISBN The Vocabulary Teacher s Book of Lists EdwardB. Fry ISBN The Art Teacher s Book of Lists, Second Edition, Grades K 12 Helen D. Hume ISBN The Special Educator s Book of Lists, Second Edition Roger Pierangelo ISBN The School Counselor s Book of Lists, Second Edition Dorothy J. Blumand Tamara E. Davis ISBN The ESL/ELL Teacher s Book of Lists, Second Edition Jacqueline E. Kress ISBN The American History Teacher s Book of Lists Fay R. Hansen ISBN The Homeschooling Book of Lists Michael Leppert and Mary Leppert ISBN The Literature Teacher s Book of Lists, Second Edition JudieL. H. Strouf ISBN The Math Teacher s Book of Lists, Second Edition Judith A. Muschlaand Gary Robert Muschla ISBN The Writing Teacher s Book of Lists, Second Edition Gary Robert Muschla ISBN The Physical Education Teacher s Book of Lists Marian D. Milliken ISBN The Health Teacher s Book of Lists Patricia Rizzo-Toner and Marian Milliken Ziemba ISBN

5 The Differentiated Instruction BOOK OF LISTS JENIFER FOX WHITNEY HOFFMAN

6 Copyright 2011 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint One Montgomery Street, Suite 1000, San Francisco, CA No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, , fax , or on the Web at Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, , fax , or online at Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden. Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at , outside the U.S. at , or fax Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Library of Congress Cataloging-in-Publication Data Fox, Jenifer. The differentiated instruction book of lists / Jenifer Fox, Whitney Hoffman. p. cm. (J-B ed : reach and teach ; 6) Includes bibliographical references and index. ISBN (pbk.) ISBN (ebk.) ISBN (ebk.) ISBN (ebk.) 1. Individualized instruction United States. 2. Inclusive education United States. 3. Mainstreaming in education United States. 4. Classroom management United States. I. Hoffman, Whitney, II. Title. LC1201.F dc Printed in the United States of America first edition PB Printing

7 The Authors Jenifer Fox, author of Your Child s Strengths (Viking, 2008; Penguin, 2009) and Stories of Excellence: Case Studies of Exemplary Teaching and Learning with Technology (NAIS, 2008), is widely considered the international leader in developing strengths-based curriculum for youth. Ms. Fox is a school consultant, public speaker, and creator of Strong Planet, a media-driven interactive curriculum to help all kinds of learners discover their strengths. Ms. Fox served for twenty-five years as a public and independent school administrator and teacher. Her experience includes creating strengths-based teacher evaluation programs, teacher and parent partnerships, and sustainable professional growth programs. She is the head of school at the Clariden School, a progressive K 12 school in Southlake, Texas, that focuses on Montessori, strengths, and innovation and is truly a laboratory for differentiated instruction and personalized learning. Ms. Fox also moderates the Personalized Learning Group on Edutopia, is an expert blogger for the National Journal, and writes for the Huffington Post. She holds an undergraduate degree from the School of Education at the University of Wisconsin-Madison, a master of arts (MA) in Writing from Middlebury College s Breadloaf School of English, and a master of education (M.Ed.) from Harvard University. She is a certified public school teacher and principal who has been widely published and made numerous expert appearances on television, radio, and in print. She is often invited to speak before audiences of parents and educators throughout the world. Her growing platform crosses between public and independent schools, and she is the founder of the nonprofit organization The Strengths Movement in Schools ( Whitney Hoffman is the director of Hoffman Digital Media ( hoffman.com), which produces digital content for the Web, and has created and produced the LD Podcast ( for five years. The LD Podcast features interviews with educational experts including Dr. Robert Brooks, Dr. Russell Barkley, Dr. Tom Brown of Yale University, Dale Brown from LD Online, Jenifer Fox, Rich Weinfeld, Peter Wright, Dr. Stuart Brown from the National Institute of Play, Rick LaVoie, and various other professionals, educators, physicians, and parents. Over 100 podcasts have been produced, downloaded over 100,000 times. Ms. Hoffman also produces OB-GYN To Go, a podcast for medical resident education. Her work on OB-GYN To Go has resulted in publication of an academic paper showing the improvement in learning and retention in resident physicians who use podcasts as part of their education process. Ms. Hoffman is the mother of two children with learning disabilities, both of whom have attended both private and public schools. She has served as the chair of Community Education at the Centreville School in Wilmington, Delaware. With degrees in developmental biology from the University of Pennsylvania and a law degree from the Dickinson School of Law, v

8 vi The Authors Ms. Hoffman delivers considerable knowledge and experience when it comes to making the complex world of special education understandable for parents and educators in online digital platforms. She speaks regularly before audiences on the use of social media platforms to create communities of learning in both the education and business worlds. She also holds a position on the Kennett Consolidated School District Technology Committee, advising about the integration of technology in the classroom, and with Jenifer Fox, moderates the Personalized Learning Group on Edutopia. Ms. Hoffman is also the director of operations for the Podcamp Foundation, which produces digital media community-based unconferences. For more information on the authors, or to access additional exclusive Web-based resources, please go to their website located at

9 Acknowledgments From Jenifer Whitney, for thinking of me and bringing me into this project Marjorie McAneny and everyone at Jossey-Bass for their support and direction Amy, Paul, and Clay for a place to write and the accompanying support The faculty of the University of Wisconsin-Madison School of Education for teaching me much of what I know about teaching William Patterson and Wendy Moore, my first mentors All the education reformers who tirelessly keep pushing the boulder up the hill To Carl, thank you for everything From Whitney The first people we need to thank are Marjorie McAneny and Tracy Gallagher for being supportive and encouraging from the very start and to Dale Brown for recommending us in the first place. Additional heartfelt thanks go to My husband, Matt, and my two boys, James and John, for teaching me what learning, patience, and encouragement are about every day Jenifer Fox for taking a leap with me on this project My mother, Janet Schumacher, for her support and eagle-eyed copyediting skills The teachers and educators in the Kennett Consolidated School District, especially Dan Maguire, Steve Mancini, Philip Reggio, Tamara Fellows, and Jeffra Leo, for giving me an inside look into what dedicated DI teaching looks like and how well a twelve-year-old boy can respond Chris Lehmann and Gary Stager for showing me what great teaching can be and how school reform starts from each teacher making a child s life a little bit better at EdCon every year vii

10 viii Acknowledgments Michelle Wolverton for Web design help; Chris Penn, Chris Brogan, C. C. Chapman, and Julien Smith for being incredibly supportive mentors through the whole writing process; and Christina Gorman, Elizabeth Stintson, and Kelly Figueroa for all the encouragement when needed most All the guests, listeners, and readers of the LD Podcast and blog you give me confidence every day

11 Contents The Authors v Acknowledgments Preface xv Introduction 1 vii Section 1 Understanding Differentiated Instruction 5 List 1.1. A Vision for the Differentiated Instruction Classroom 6 List 1.2. One-Size-Fits-All Teaching Versus Differentiated Teaching 7 List 1.3. Small Things That Make a Big Difference 8 List 1.4. Common Misconceptions 10 List 1.5. Differentiate the Materials 12 List 1.6. Differentiate the Task 14 List 1.7. Differentiate the Homework 15 List 1.8. Differentiate Checking for Understanding 16 List 1.9. Differentiate the Outcome 17 ix

12 x Contents List Are You Ready for Differentiated Instruction? A Few More Examples of What Is Expected 18 List Definitions of Concepts Commonly Associated with Differentiated Instruction 20 Section 2 Teaching with the Individual in Mind 25 List 2.1. Building Relationships 26 List 2.2. Strategies to Determine Individual Strengths 28 List 2.3. Interest Inventories 30 List 2.4. Planning with Learning Styles in Mind 32 List 2.5. Multiple Intelligences and Differentiated Instruction 34 List 2.6. Tips for Raising Students Comfort Level 35 List 2.7. Tips to Help Struggling Students 37 List 2.8. Tips for Motivating All Students 39 List 2.9. Class Discussion Strategies 41 Section 3 Planning the Differentiated Curriculum 43 List 3.1. Where to Begin and What to Do 44 List 3.2. Tips for Keeping Records for Differentiated Lesson Plans 46 List 3.3. How to Create Differentiated Lesson Plans with Bloom s Taxonomy 48 List 3.4. Differentiated Assessments 50 List 3.5. Curriculum Compacting: Why and How 53 List 3.6. What Are Authentic Choices? How to Plan with Them 55 List 3.7. General Planning Tips for the Differentiated Classroom 58

13 Contents xi Section 4 Most Commonly Used Differentiated Instruction Techniques and How to Use Them 61 List 4.1. Tiered Lessons 63 List 4.2. Scaffolding Tools 66 List 4.3. Project-Based Learning 69 List 4.4. Learning Contracts 73 List 4.5. Graphic Organizers 77 List 4.6. Flexible Grouping 83 List 4.7. Learning Stations 86 List 4.8. Rubrics 88 Section 5 Differentiated Classroom Management 91 List 5.1. Arranging the Classroom for Optimal Differentiated Instruction Management 93 List 5.2. Strategies for Differentiated Classroom Management 95 List 5.3. Why Students Misbehave 97 List 5.4. Discipline Strategies 100 List 5.5. Strength-Based Discipline: An Individualized Approach 102 List 5.6. Examples of Strength-Based Versus Deficit-Based Labels 104 List 5.7. Classroom Management and Parental Communication Tips 105 Section 6 Roles and Responsibilities 109 List 6.1. Classroom Teacher 110 List 6.2. Students 111 List 6.3. Administrators 114 List 6.4. Parents 117 List 6.5. Support Staff 119

14 xii Contents Section 7 Using Differentiated Instruction Techniques at Different Grade Levels 121 List 7.1. Kindergarten 123 List 7.2. Grades List 7.3. Middle School 128 List 7.4. High School 130 Section 8 Strategies for Differentiating Language Arts 133 List 8.1. What Exemplary Reading Teachers Do to Differentiate Reading Instruction 135 List 8.2. Strategies to Improve Reading 136 List 8.3. Tips for Differentiating Small-Group Reading Instruction 138 List 8.4. Assigned Reading: Dealing with Low Interest 139 List 8.5. Differentiated Writing Assignments and Strategies 141 List 8.6. Examples of Exciting Differentiated Language Arts Assignments 144 List 8.7. Tips for Differentiating Instruction for English Language Learners 145 List 8.8. Tips for Differentiating Writing Assignments 146 Section 9 Strategies for Differentiating Math 149 List 9.1. Using Reading and Writing to Differentiate Math Instruction 150 List 9.2. Five Specific Ways to Integrate Writing in the Math Curriculum 152 List 9.3. Group Work as a Way to Differentiate the Math Class 155 List 9.4. Ways to Integrate Group Work in the Math Curriculum 156 List 9.5. Math Manipulatives 158

15 Contents xiii List 9.6. Project-Based Learning Ideas and the Math Class 161 List 9.7. Beyond Traditional Quizzes and Tests: Differentiated Assessments in Math 164 List 9.8. Math Anxiety and Differentiated Instruction 168 Section 10 Strategies for Differentiating Science 171 List General Differentiated Strategies for Science 172 List Inquiry-Based Instruction and Science 174 List Multimedia Projects, Science, and Differentiated Instruction 176 List Practical Advice for the Laboratory 177 List Technology, Differentiated Instruction, and Science Class 179 Section 11 Strategies for Differentiating Social Studies 181 List Gallery Walks 182 List Time Lines 185 List Political Cartoons 186 List Authentic Civic Projects 187 List Multimedia Presentations 190 List Research Methods 193 List Class Discussion 195 Section 12 Strategies for Differentiating the Arts 199 List Group Work in the Arts 200 List Ways to Help All Students Feel Successful in Art 203 List Technology, Differentiated Instruction, and Visual Arts 205 List Technology, Differentiated Instruction, and Performing Arts 207