MARC details
000 -LEADER |
fixed length control field |
04890cam a2200445 i 4500 |
001 - CONTROL NUMBER |
control field |
on1017599412 |
003 - CONTROL NUMBER IDENTIFIER |
control field |
OCoLC |
005 - DATE AND TIME OF LATEST TRANSACTION |
control field |
20220914153612.0 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
fixed length control field |
181004s2018 caua b 001 0 eng d |
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
LC control number |
2018289062 |
040 ## - CATALOGING SOURCE |
Original cataloging agency |
YDX |
Language of cataloging |
eng |
Description conventions |
rda |
Transcribing agency |
DLC |
Modifying agency |
ALM |
-- |
OCLCF |
-- |
STF |
-- |
TXI |
-- |
AU@ |
-- |
UKMGB |
-- |
YDX |
-- |
OCLCO |
-- |
GUA |
015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
National bibliography number |
GBB8D6848 |
Source |
bnb |
016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
Record control number |
018988264 |
Source |
Uk |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
1506396577 |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
9781506396576 |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
Canceled/invalid ISBN |
9781506396552 (ePub ebook) |
029 1# - OTHER SYSTEM CONTROL NUMBER (OCLC) |
OCLC library identifier |
UKMGB |
System control number |
018988264 |
035 ## - SYSTEM CONTROL NUMBER |
System control number |
(OCoLC)1017599412 |
042 ## - AUTHENTICATION CODE |
Authentication code |
lccopycat |
050 00 - LIBRARY OF CONGRESS CALL NUMBER |
Classification number |
LB1031 |
Item number |
.W475 2018 |
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
Classification number |
371.39/4 |
Edition number |
23 |
049 ## - LOCAL HOLDINGS (OCLC) |
Holding library |
PLTA |
100 1# - MAIN ENTRY--PERSONAL NAME |
Personal name |
Westman, Lisa, |
Relator term |
author. |
245 10 - TITLE STATEMENT |
Title |
Student-driven differentiation : |
Remainder of title |
8 steps to harmonize learning in the classroom / |
Statement of responsibility, etc. |
Lisa Westman ; foreword by Carol Ann Tomlinson. |
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
Place of production, publication, distribution, manufacture |
Thousand Oaks, California : |
Name of producer, publisher, distributor, manufacturer |
Corwin, |
Date of production, publication, distribution, manufacture, or copyright notice |
©2018. |
300 ## - PHYSICAL DESCRIPTION |
Extent |
xxiii, 184 pages : |
Other physical details |
illustrations ; |
Dimensions |
24 cm. |
336 ## - CONTENT TYPE |
Content type term |
text |
Content type code |
txt |
Source |
rdacontent |
337 ## - MEDIA TYPE |
Media type term |
unmediated |
Media type code |
n |
Source |
rdamedia |
338 ## - CARRIER TYPE |
Carrier type term |
volume |
Carrier type code |
nc |
Source |
rdacarrier |
504 ## - BIBLIOGRAPHY, ETC. NOTE |
Bibliography, etc. note |
Includes bibliographical references (pages 175-178) and index. |
520 ## - SUMMARY, ETC. |
Summary, etc. |
Full of just-in-time, step-by-step guidance, this book shows you how to incorporate student voice and choice in the process of planning for student-driven differentiation. This unique approach is based on building collaborative student-teacher relationships as a precursor to student growth. |
505 0# - FORMATTED CONTENTS NOTE |
Formatted contents note |
Machine generated contents note: pt. I Foundation -- ch. 1 Relationships Come First -- What Are the Criteria for Positive Teacher-Student Relationships? -- How Do You Build Respectful Relationships? -- Discussion Questions -- ch. 2 Differentiation Is What Happens When Teachers Focus on Student Growth -- Differentiation Lessons Learned -- Lesson 1 Differentiation Is Not a Goal -- It Is a Result -- Lesson 2 The Terms Data and Assessment Are Often Misunderstood -- Lesson 3 It Is Easy to See Different -- It Is Not Easy to See Differentiation -- Lesson 4 Differentiation May Never Feel "Easy" -- Lesson 5 There Will Always Be Challenges and a Way to Overcome Them -- Discussion Questions -- ch. 3 Four Areas to Differentiate -- Content: What Is to Be Learned? -- Process: How Students Acquire Knowledge -- Product: How Students Demonstrate Learning -- Learning Environment: Where and With Whom Students Learn -- Discussion Questions -- pt. II Implementation |
505 0# - FORMATTED CONTENTS NOTE |
Formatted contents note |
Note continued: ch. 4 Planning Student-Driven Differentiation -- Step 1 Define -- Step 2 Hook -- Step 3 Assess and Analyze -- Step 4 Group Students Strategically -- Discussion Questions -- ch. 5 Include Student Voice -- Step 5 Set a Goal -- Step 6 Differentiate -- Step 7 Monitor Progress -- Step 8 Assess Again -- Discussion Questions -- ch. 6 Student-Driven Differentiation Through Experiential Learning -- Student-Driven Differentiation Example 1: Shark Tank -- Student-Driven Differentiation Example 2: Mock Trial -- Student-Driven Differentiation Example -- The Amazing Geography Race -- Student-Driven Differentiation Example 4: Mock ER -- Discussion Questions -- pt. III Reimagining Schools -- ch. 7 Create Learning Environments That Promote Student Ownership -- Don't Update the Factory Model; Discard It Altogether -- Meet the Needs of All Students -- Design Classrooms Conducive to Student-Driven Differentiation -- Make Student Ownership Part of the Classroom Culture |
505 0# - FORMATTED CONTENTS NOTE |
Formatted contents note |
Note continued: Use Technology to Promote Learning and Creativity -- Monitor Student Progress Toward Learning Intentions -- Enlist Parents' Help in Furthering Student Learning -- Discussion Questions -- ch. 8 The Role of Choice in Meeting Learning Intentions -- Offer Choices That Fulfill Learning Needs -- Example 1 Use Choice as Part of Curriculum Compacting -- Example 2 Align Choice to Learning Intentions -- Example 3 Incorporate Choice in Homework Assignments -- Example 4 Use Choice to Give Students Ownership of Their Own Learning -- Example 5 Use Choice to Allow Students to Work at Their Own Pace -- Example 6 Use Choice to Promote Student Autonomy and Student Efficacy -- Lack of Choice Can Inhibit Creativity -- Discussion Questions -- ch. 9 Your Journey With Student-Driven Differentiation -- We Are Entrusted With Instilling the Desire to Learn -- We Are Better Together: Collective Efficacy -- Mastery Experience: Set Goals to Increase Efficacy |
505 0# - FORMATTED CONTENTS NOTE |
Formatted contents note |
Note continued: Vicarious Experiences: Observe Teachers in Action -- Social Persuasion: Inspire Through Storytelling -- Affective States: Support Fellow Educators Through Positive Communication -- Now What? Summing It All Up -- Discussion Questions. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
Individualized instruction. |
9 (RLIN) |
198235 |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
Student participation in curriculum planning. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
Teacher-student relationships. |
9 (RLIN) |
209295 |
700 1# - ADDED ENTRY--PERSONAL NAME |
Personal name |
Tomlinson, Carol Ann, |
Relator term |
author of foreword. |