Chapman & King's innovative models for teaching in the differentiated classroom stress positive classroom climate, understanding student thinking styles, meeting diverse student needs, and empowering students both inside and outside the classroom. Applying those models to classroom management is the focus of this new book. Among the topics covered in their trademark lively style are * creating safe and accepting classroom environments that promote confidence for diverse learners; * motivating students through affective factors, including rapport, challenge, excitement, humor, respect, choice, and self-efficacy; * observing and assessing student needs and preferences; * customizing approaches for working with shy and nervous students, impatient students, “turned off” students, and more; * customizing communications both with students and with parents of diverse backgrounds; * transitioning into and out of flexible groups; * creating classroom celebrations that reinforce student successes; and more. Ready-to-use tools, agendas, checklists, organizers, and other graphics facilitate application of the strategies in differentiated classrooms for learners in grades PreK-3, 4-8, and 9-12.
Chapter 6: Planning with Differentiated Models
Planning with Differentiated Models
What is a Model?
A formal hat is worn for a special occasion. This type of hat is chosen to fit the occasion and add a personal flare to the outfit. A model, a blueprint for organizing instruction, is selected for the specific learning event. It offers the finishing touch and a little “oomph” in planning a lesson for teaching a standard(s). It provides a pattern with steps to follow.
The differentiated models presented in this chapter were selected and designed to assist teachers in planning for specific learner needs. Each one can be adapted to the unique needs of a class, small group, or individual. A theory or belief serves as the foundation for each model.
The models are ...