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Differentiated instruction (DI) has been shown to maximize both learning and neural development for students of diverse backgrounds and abilities, but to date, DI has been easier to implement in elementary grades than in upper grades. "I have too much content to cover"; "My district requires me to follow a prescribed text"; "I'm good at lecturing"; "I can't see how I would grade all those different assignments"; "I don't know how"; "I thought I was differentiating"--all these are important reasons that high school teachers offer as obstacles to DI implementation.

Solution strategies for those obstacles and others is the focus of this important new teaching guide by Kathie Nunley, originator of the Layered Curriculum™ method for teaching in mixed ability classrooms. Using common sense, wisdom, humor, and the latest brain research, Nunley offers supportive solutions for each problem; examples and scenarios illustrating the solutions in action; and a collection of new ideas for teachers to try as they begin differentiating content, process, assignments, and assessments in their classrooms.

This easy-to-navigate guide is sure to be a welcome and timely new resource for high school teachers, curriculum designers, instructional leaders, and pre-service students of secondary methods.

Acknowledgments

About the Author

Introduction: I Just Can’t Do That in MY School / Classroom / Situation
Teachers are Creative People
Laugh and the World Laughs with You
So what is differentiated instruction? Obstacle #1: I Long to Return Back to The Good Old Days
A Description of the Issue
Solution Strategies Obstacle #2: I Thought I Was Differentiating
A Description of the Issue
Solution Strategies Obstacle #3: I Teach the Way I Was Taught
A Description of the Issue
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #4: I Don’t Know How
A Description of the Issue
Solution Strategies
The Easiest Road to Differentiation is Student Choice
Add A Second Piece: Accountability
Finish with the Final Piece: Encouraging Higher-Level Thinking
Practice Assignments for Overcoming This Obstacle Obstacle #5: I Have Too Much Content to Cover
A Description of the Issue
Solution Strategies
Realize That you Can’t Lecture Fast Enough
Practice Assignments for Overcoming This Obstacle Obstacle #6: I’m Good at Lecturing
A Description of the Issue
Classrooms May Result in A Power Struggle
Solution Strategies
Perception is Everything
Gain Control by Giving Some of It Up Obstacle #7: I Can’t See How I Would Grade All Those Different Assignments
A Description of the Issue
Solution Strategies
Setting up a Paper or Electronic Grade Book
Entering Only Unit Grades and Exams
Entering Grades by Sub-Units
Entering Grades by Objectives
Daily or Weekly Grades
Design a Grade Scale by Considering “What’s an A worth?”
And on What Basis Or Criteria Do We Award Points, Marks and Grades?
Design a Grade Scale by Considering “What’s an F worth?”
Practice Assignments for Overcoming This Obstacle Obstacle #8: I Thought Differentiated Instruction Was for Elementary Schools
A Description of the Issue
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #9: I Subscribe to Ability Grouping
A Description of the Issue
Segregation Within the Classroom
Preparing Global Thinkers
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #10: I Have Real Logistical Issues
A Description of the Issue
Solution Strategies & Practice Assignments for Overcoming These Obstacles
Liability Issues
Scheduling Issues
The Room is Too Small Obstacle #11: I Want My Classroom Under Control
A Description of the Issue
Perception of Control Trumps All
Leadership Style Determines Perception of Control
An Easy Measure of Leadership
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #12: I Don't Know How to Measure My Students' Learning Style
A Description of the Issue
Solution Strategies
Take a cue from your IEP’s
Provide a Home Base
Practice Assignments for Overcoming This Obstacle Obstacle#13: I Have Neither the Time Nor the Funding for All That
A Description of the Time Issue
I Don’t Have the Time to Plan for All That
Solution Strategies
Practice Assignments for Overcoming This Obstacle
A Description of the Funding Issue
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #14: I've Been Teaching This Way for Years and It Works
A Description of the Issue
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle#15: There’s No Support For It At My School
A Description of the Issue
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #16: My District Requires Me to Follow a Prescribed Text
A Description of the Issue
Textbook Options Can Create More Effective Readers
A Variety of Reading Materials Keeps Information Updated
A Variety of Texts Makes the Information Available to More Students
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #17: Parents Expect Lecture Format in High School For College Prep
A Description of the Issue
Differentiated Reading Strategies Help Prepare Students for College Learning
Solution Strategies
Practice Assignments for Overcoming This Obstacle Obstacle #18: The Bottom Line—If They Are Learning, You Are Teaching
A Description of the Issue
Some Students Struggle with Linguistic Dependent Input and Output
Some Students Struggle with Visual Input and Output
Solution Strategies
Practice Assignments for Overcoming This Obstacle
Suggestions for Further Reading
Layered Curriculum and Other Specific Strategies for Differentiating Instruction
Neuroscience and Learning
Inclusion Strategies
Control Theory and Self Efficacy
Pedagogical Theory
History of the United States School System
Classroom and School Leadership

References

Index
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