TY  - BOOK
AU  - Westman,Lisa
AU  - Tomlinson,Carol Ann
TI  - Student-driven differentiation: 8 steps to harmonize learning in the classroom 
SN  - 1506396577
AV  - LB1031 .W475 2018
U1  - 371.39/4 23
PY  - 2018///
CY  - Thousand Oaks, California
PB  - Corwin
KW  - Individualized instruction
KW  - Student participation in curriculum planning
KW  - Teacher-student relationships
N1  - Includes bibliographical references (pages 175-178) and index; 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; 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; 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; 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
N2  - 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
ER  -