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.
Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn't Fit All. Rita King has more than 20 years of teacher training experience and administrative experience as principal and director of Middle Tennessee State University's teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadership at the university. She now consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Instructional Strategies for Writing in the Content Areas, and Differentiated Assessment Strategies: One Tool Doesn't Fit All.
About the Authors Introduction How to Use This Guide How to Use the Video/DVD Additional Resources for Facilitators Chapter-by-Chapter Study Guide: Differentiated Instructional Management Welcome and Workshop Starter Introduction Summary Video/DVD Clip and Summary Discussion Starters After the Video/DVD Workshop Activities 1. Managing the Differentiated Learning Environment Summary Workshop Discussion Questions Workshop Activities 2. Managing Differentiated Models Summary Video/DVD Clip and Summary Discussion Starters After the Video/DVD Workshop Activities 3. Managing Grouping Strategies Summary Video/DVD Clip and Summary Discussion Starters After the Video/DVD Workshop Activities 4. Managing Instructional Strategies Summary Video/DVD Clip and Summary Discussion Starters After the Video/DVD Workshop Activities 5. Managing Differentiated Assessment Summary Video/DVD Clip and Summary Discussion Starters After the Video/DVD Workshop Activities 6. Managing Plans for Differentiated Instruction Summary Workshop Discussion Questions Workshop Activities Handouts Handout 1: Differentiated Instruction Self-Analysis Handout 2: Assess Your Differentiated Management Skills Handout 3: Adjustable Assignment Model Grid Handout 4: Step-by-Step Guide to Adjustable Assignment Model Handout 5: Flexible Grouping Chart Handout 6: Instructional Strategies Management Handout 7: Examples of Stand and Show Chart Handout 8: Implementation Checklist Handout 9: Carousel Gala Handout 10: Differentiated Classroom Observation Form Sample Workshop Agendas Half-Day Workshop Agenda One-Day Workshop Agenda Two- or Three-Day Workshop Agenda Workshop Evaluation Form