Facilitator's Guide to Differentiating the High School Classroom

Solution Strategies for 18 Common Obstacles
First Edition
Kathie F. Nunley - Educational consultant and teacher trainer
Facilitator's Guide to Differentiating the High School Classroom
May 2008 | 48 pages | Corwin
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Facilitator's Guide
ISBN: 9781412965958
Available from January 0001

Description

Help teachers overcome the 18 most common obstacles to differentiating instruction for high school students!

Designed to accompany the best-selling book Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles, this facilitator's guide provides staff developers with the necessary tools to demonstrate how teachers can confidently meet the challenge of differentiating instruction in high school classrooms. Facilitators will be able to address concerns voiced by real teachers, such as "I have too much content to cover," or "I can't grade all those different assignments," or "I thought I was differentiating." Use this guide to help participants review and understand critical pedagogical and curriculum issues as you lead discussions about effective ways to

  • Identify individual students' learning styles
  • Approach content in ways that give students choices
  • Vary the process for achieving learning objectives
  • Create different methods to assess what students learn
  • Use assessments as teaching tools

This chapter-by-chapter study guide features

  • Chapter summaries
  • Discussion questions
  • Timed activities
  • Prompts for journal writing
  • Practical applications
  • Overheads and activity sheets
  • A workshop evaluation form

Whether used to help lead independent studies, one-day workshops, or extended workshops, this guide gives facilitators a solid background to successfully lead trainings for groups of any size—pairs, small workshops, or large seminars.

Contents

About the Author

About the Author

Introduction

  • How to Use This Guide
  • Additional Resources for Facilitators

Chapter-by-Chapter Study Guide: Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles by Kathie F. Nunley

  • Welcome and Workshop Starter
  • Introduction: I Just Can't Do That in MY School/Classroom/Situation
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Journal Prompt
  • Chapter 1 Obstacle: I Long to Return to the Good Old Days
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 2 Obstacle: I Thought I Was Differentiating
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 3 Obstacle: I Teach the Way I Was Taught
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Chapter 4 Obstacle: I Don’t Know How
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 5 Obstacle: I Have Too Much Content to Cover
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 6 Obstacle: I’m Good at Lecturing
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 7 Obstacle: I Can’t See How I Would Grade All Those Different Assignments
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 8 Obstacle: I Thought Differentiated Instruction Was for Elementary Schools
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 9 Obstacle: I Subscribe to Ability Grouping
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 10 Obstacle: I Have Real Logistic Issues
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 11 Obstacle: I Want My Classroom Under Control
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 12 Obstacle: I Don’t Know How to Measure My Students' Learning Style
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 13 Obstacle: I Have Neither the Time nor the Funding for All That
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 14 Obstacle: I’ve Been Teaching This Way for Years, and It Works
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 15 Obstacle: There’s No Support for It at My School
  • Chapter Summary
  • Discussion Questions
  • Putting It Into Practice
  • Chapter 16 Obstacle: My District Requires Me to Follow a Prescribed Text
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 17 Obstacle: Parents Expect Lecture Format in High School for College Prep
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 18 Obstacle: The Bottom Line—If They Are Learning, You Are Teaching
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt

Overheads and Activity Sheets

  • Overhead 1: Workshop Starter
  • Overhead 2: Differentiated Instruction
  • Overhead 3: The Power of Episodic Memory
  • Activity Sheet 1: Differentiating All Three Learning Areas
  • Activity Sheet 2: Layered Curriculum

Workshop Evaluation Form

Workshop Evaluation Form

Description

Help teachers overcome the 18 most common obstacles to differentiating instruction for high school students!

Designed to accompany the best-selling book Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles, this facilitator's guide provides staff developers with the necessary tools to demonstrate how teachers can confidently meet the challenge of differentiating instruction in high school classrooms. Facilitators will be able to address concerns voiced by real teachers, such as "I have too much content to cover," or "I can't grade all those different assignments," or "I thought I was differentiating." Use this guide to help participants review and understand critical pedagogical and curriculum issues as you lead discussions about effective ways to

  • Identify individual students' learning styles
  • Approach content in ways that give students choices
  • Vary the process for achieving learning objectives
  • Create different methods to assess what students learn
  • Use assessments as teaching tools

This chapter-by-chapter study guide features

  • Chapter summaries
  • Discussion questions
  • Timed activities
  • Prompts for journal writing
  • Practical applications
  • Overheads and activity sheets
  • A workshop evaluation form

Whether used to help lead independent studies, one-day workshops, or extended workshops, this guide gives facilitators a solid background to successfully lead trainings for groups of any size—pairs, small workshops, or large seminars.

Contents

About the Author

About the Author

Introduction

  • How to Use This Guide
  • Additional Resources for Facilitators

Chapter-by-Chapter Study Guide: Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles by Kathie F. Nunley

  • Welcome and Workshop Starter
  • Introduction: I Just Can't Do That in MY School/Classroom/Situation
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Journal Prompt
  • Chapter 1 Obstacle: I Long to Return to the Good Old Days
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 2 Obstacle: I Thought I Was Differentiating
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 3 Obstacle: I Teach the Way I Was Taught
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Chapter 4 Obstacle: I Don’t Know How
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 5 Obstacle: I Have Too Much Content to Cover
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 6 Obstacle: I’m Good at Lecturing
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 7 Obstacle: I Can’t See How I Would Grade All Those Different Assignments
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 8 Obstacle: I Thought Differentiated Instruction Was for Elementary Schools
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 9 Obstacle: I Subscribe to Ability Grouping
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 10 Obstacle: I Have Real Logistic Issues
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 11 Obstacle: I Want My Classroom Under Control
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 12 Obstacle: I Don’t Know How to Measure My Students' Learning Style
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 13 Obstacle: I Have Neither the Time nor the Funding for All That
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 14 Obstacle: I’ve Been Teaching This Way for Years, and It Works
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 15 Obstacle: There’s No Support for It at My School
  • Chapter Summary
  • Discussion Questions
  • Putting It Into Practice
  • Chapter 16 Obstacle: My District Requires Me to Follow a Prescribed Text
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 17 Obstacle: Parents Expect Lecture Format in High School for College Prep
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 18 Obstacle: The Bottom Line—If They Are Learning, You Are Teaching
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt

Overheads and Activity Sheets

  • Overhead 1: Workshop Starter
  • Overhead 2: Differentiated Instruction
  • Overhead 3: The Power of Episodic Memory
  • Activity Sheet 1: Differentiating All Three Learning Areas
  • Activity Sheet 2: Layered Curriculum

Workshop Evaluation Form

Workshop Evaluation Form

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Facilitator's Guide to Differentiating the High School Classroom

Solution Strategies for 18 Common Obstacles

Kathie F. Nunley
Cancel Print

May 2008 | 48 pages | Corwin

Format Published Date ISBN Price
Facilitator's Guide 01/02/2026 9781412965958 $23.95

Help teachers overcome the 18 most common obstacles to differentiating instruction for high school students!

Designed to accompany the best-selling book Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles, this facilitator's guide provides staff developers with the necessary tools to demonstrate how teachers can confidently meet the challenge of differentiating instruction in high school classrooms. Facilitators will be able to address concerns voiced by real teachers, such as "I have too much content to cover," or "I can't grade all those different assignments," or "I thought I was differentiating." Use this guide to help participants review and understand critical pedagogical and curriculum issues as you lead discussions about effective ways to

  • Identify individual students' learning styles
  • Approach content in ways that give students choices
  • Vary the process for achieving learning objectives
  • Create different methods to assess what students learn
  • Use assessments as teaching tools

This chapter-by-chapter study guide features

  • Chapter summaries
  • Discussion questions
  • Timed activities
  • Prompts for journal writing
  • Practical applications
  • Overheads and activity sheets
  • A workshop evaluation form

Whether used to help lead independent studies, one-day workshops, or extended workshops, this guide gives facilitators a solid background to successfully lead trainings for groups of any size—pairs, small workshops, or large seminars.


Table Of Contents:

  • About the Author
  • Introduction
  • How to Use This Guide
  • Additional Resources for Facilitators
  • Chapter-by-Chapter Study Guide: Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles by Kathie F. Nunley
  • Welcome and Workshop Starter
  • Introduction: I Just Can't Do That in MY School/Classroom/Situation
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Journal Prompt
  • Chapter 1 Obstacle: I Long to Return to the Good Old Days
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 2 Obstacle: I Thought I Was Differentiating
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 3 Obstacle: I Teach the Way I Was Taught
  • Chapter Summary
  • Discussion Questions
  • Activities
  • Putting It Into Practice
  • Chapter 4 Obstacle: I Don’t Know How
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 5 Obstacle: I Have Too Much Content to Cover
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 6 Obstacle: I’m Good at Lecturing
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 7 Obstacle: I Can’t See How I Would Grade All Those Different Assignments
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 8 Obstacle: I Thought Differentiated Instruction Was for Elementary Schools
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 9 Obstacle: I Subscribe to Ability Grouping
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 10 Obstacle: I Have Real Logistic Issues
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Chapter 11 Obstacle: I Want My Classroom Under Control
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 12 Obstacle: I Don’t Know How to Measure My Students' Learning Style
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 13 Obstacle: I Have Neither the Time nor the Funding for All That
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 14 Obstacle: I’ve Been Teaching This Way for Years, and It Works
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 15 Obstacle: There’s No Support for It at My School
  • Chapter Summary
  • Discussion Questions
  • Putting It Into Practice
  • Chapter 16 Obstacle: My District Requires Me to Follow a Prescribed Text
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 17 Obstacle: Parents Expect Lecture Format in High School for College Prep
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Putting It Into Practice
  • Chapter 18 Obstacle: The Bottom Line—If They Are Learning, You Are Teaching
  • Chapter Summary
  • Discussion Questions
  • Activity
  • Journal Prompt
  • Overheads and Activity Sheets
  • Overhead 1: Workshop Starter
  • Overhead 2: Differentiated Instruction
  • Overhead 3: The Power of Episodic Memory
  • Activity Sheet 1: Differentiating All Three Learning Areas
  • Activity Sheet 2: Layered Curriculum
  • Workshop Evaluation Form

Recent Product Reviews:

Our Differentiated Instruction course covers all age ranges from pre-school to high school. The audience this book addresses is practitioners, which is who most on the market D.I. books address. At the university level we are dealing with education majors with limited or no classroom/content experience. We are presently considering creating a text that addresses the needs of educational students rather than practitioners. If this project comes is completed, would you be interested in publishing it? Please advise.Thank youDiane Doorman
Mr Diane Doorman, Special Education Instruction, Rowan University
"Packed with thought-provoking questions and relevant activities, this superb complement to Kathie Nunley’s book will definitely help facilitators give high school teachers the confidence to successfully differentiate their classroom instruction. "
David A. Sousa, Educational Consultant, Author, How the Brain Learns
"I have always recommended layered curriculum as the best way to differentiate at the middle and high school levels, but this book really offers not only an explanation of the strategy, but also real steps to making it work."
Marilee Sprenger, Educational Consultant, Author, Differentiation Through Learning Styles and Memory

Recommendations