Student-driven differentiation : (Record no. 349756)

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.
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Source of acquisition Cost, normal purchase price Total Checkouts Full call number Barcode Date last seen Copy number Cost, replacement price Price effective from Koha item type
    Library of Congress Classification     Krauth Memorial Branch Krauth Memorial Branch Philadelphia General Collection 12/13/2019 2 23.48   LB1031 .W475 2018 31794003174464 02/10/2020 1 0.00 12/13/2019 Print book for loan
    Library of Congress Classification     Wentz Memorial Branch Wentz Memorial Branch Gettysburg General Collection (Lower Level) 12/18/2019 1 23.48   LB1031 .W475 2018 31826003529238 12/18/2019 1 23.48 12/18/2019 Print book for loan

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