Differentiated Lessons for Every Learner
Subtitle
Standards-Based Activities and Extensions for Middle School
Edited by Lacy Compton
The extension lessons in this book encourage teachers to move beyond solely accelerating standards. The lessons allow for learning beyond grade level while still embedding enrichment and critical thinking throughout all the content areas. The authors describe this process by incorporating open-ended opportunities to meet the standards through multiple pathways, more complex thinking applications and real-world problem-solving contexts. The authors have identified the Depth of Knowledge (DOK) level for each learning activity in every extension lesson. They describe how this delineation helps teachers easily identify the levels of activities to direct students to after completing formative assessments. The authors guide teachers on how to group students based on pretest results and how to allow students to determine their own challenge levels. Regardless of the method used, they show how it is helpful for both teachers and students to clearly see the progression of complexity within each lesson. The authors demonstrate how the progression of complexity within the DOK levels builds students’ awareness of their own learning needs. They model how self-reflection is invaluable in students’ learning processes. Teachers using this book learn the importance of providing students opportunities to reflect on their thinking on a daily basis to foster self-regulation and deepen their understanding of the content being addressed.
Bio
Dina Brulles is the director of gifted education at Paradise Valley Unified School District and the gifted program coordinator at ASU. Brulles serves on the National Association for Gifted Children Board of Directors as the school district representative. Brulles was a recipient of the 2014 NAGC Gifted Coordinator Award and also NAGC Professional Development Network Award in 2013.
Praise for this book
Finally there is a book that offers a plethora of high-quality options, closely aligned to the standards. The book prove that the marriage of DOK and differentiation for all students can result in using the required curriculum as a springboard for learning that is deeper and more meaningful for students. There is a lot to like — no maybe love — about this book — in both philosophy and practicality. It is a needed book. It fills a void. I think it will be an important book for general education, special education, and gifted education teachers alike.
Karin Hess Foreward