Differentiating the High School Classroom
Solution Strategies for 18 Common Obstacles
Edited by Kathie F. Nunley
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Differentiating the High School Classroom by Kathie F. Nunley
Book DescriptionDifferentiated 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(TM) 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.
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Book DetailsISBN: 9781412917162
(254mm x 178mm x 10mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 2-Feb-2006
Country of Publication: United States
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Author Biography - Kathie F. Nunley
Kathie F. Nunley delights teachers from around the world with her practical solutions to the challenges of today's diverse classrooms. With more than 15 years of high school classroom teaching experience in both urban and suburban schools, she is the developer of the Layered Curriculum method of instruction. Nunley is a noted speaker at state, national, and international conferences and has authored several books and articles on brain biology and teaching in the mixed-ability classroom.
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