Deborah Blaz has taught French to grades 7 through 12 for the past 44 years in Indiana and has taught dual-credit, AP, and college classes. She also served as the world language department chair at her school until her retirement in June 2023. An award-winning teacher, she frequently presents workshops and keynotes, regionally, nationally, and internationally.

Detailed Contents

Meet the Author

Preface

New to the Third Edition

I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN'T

What is differentiated instruction?..................................................

Definition.........................................................

What differentiation is not.....................................

Important beliefs and practices..........................................

Some research to support differentiation...............................

II. FROM CONTENT TO PROCESS TO PRODUCT

Content, or What to Teach................................................

Process, or How to Practice.................................................

Product, or How to Assess................................................

Preparing yourself........................................................

Preparing the students...................................................

Management issues and ideas..........................................

III. PLANNING A DIFFERENTIATED UNIT

Identify what is to be taught (Content................................

Pre-assess students' needs and capabilities...........................

Choose the form(s) of assessment to use (Product).................

Decide on the method of presentation................................

Classroom environment................................................

Select a variety of learning strategies (Process)......................

Sample units...............................................................

IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening

Low-prep and high-prep activities list.................................

Activities listed by proficiency levels.................................

Tic-tac-toe for description of people........................

Vocabulary...............................................................

Speaking/Listening......................................................

V. Ideas Smorgasbord: Reading

Pre-reading ................................................................

Reading ....................................................................

Post-reading ...............................................................

Post-reading projects..........................................

List: Everyday Texts....................................................

VI: Ideas Smorgasbord: Writing and Review

Writing.....................................................................

Review.....................................................................

List: ABCs of Products............. ..................................

VII. Differentiated Assessment

Formal and Informal....................................................

Use choice ................................................................

Use context...............................................................

Use variety................................................................

Managing grades.........................................................

VIII. Reflections on Differentiation

Guidelines..............................................................

Graphics..................................................................

Support Systems...........................................................

Frequently Asked Questions and Answers............................

APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS......

APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS.......................................................

APPENDIX C: STANDARDS REFERENCED IN THIS BOOK.........

Bibliography........................................................................