List of Figures Preface Acknowledgments About the Author 1. Getting Started and Establishing Norms Getting Started Establishing Class Norms 2. Formative Assessment What is Formative Assessment? Where Am I? Involving Students in Self-Assessment Where Am I Going? Conveying Criteria or Learning Targets How Will I Get There? Providing Feedback Impact of Assessment on Confidence and Motivation 3. Tiered Instruction What Is a Tiered Lesson? Tiering by Student Characteristics Tiering by Instructional Characteristics Tiering Existing Textbook Lessons Creating a Tiered Lesson 4. Supporting Students Who Are Low Achieving Differentiating Instruction in Basic Facts Differentiating for Conceptual Understanding Differentiating Procedural Support 5. Challenging Students Who Are High Achieving Exemptions Based on Prior Knowledge and/or Pace of Learning Opportunities for Higher-Order Math Strategies to Avoid Importance of Challenge 6. Time-Saving Management Strategies Planning Lessons and Units Managing Students Working on Different Tasks Assigning Homework Grading Wrap-Up Suggested Resources References Index
Description
Leslie Laud has differentiated math instruction in her own classroom and in her co-teaching with her math colleagues, and has been doing so for almost two decades. She teaches an online course on Differentiated Middle School Math Instruction at Bank Street College of Education. Additionally, she has presented at many conferences both nationally and internationally, including The National Council of Teachers of Mathematics annual conference. She has also published many articles in leading journals such as Educational Leadership and Teaching Exceptional Children. She currently leads staff development groups with teachers in school systems in the Boston area. She received both her doctorate in curriculum and instruction and her master's in special education from Teachers College, Columbia University.