Differentiation Through Personality Types : A Framework for Instruction, Assessment, and Classroom Management
by Jane A. G. KiseBuy New
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Summary
Table of Contents
| Acknowledgments | p. ix |
| About the Author | p. xi |
| Introduction | p. 1 |
| Why Use Type for Differentiation? | p. 4 |
| Differentiation: Helping Students Find Flow | p. 5 |
| Ability Versus Flow | p. 6 |
| A Framework Grounded in Research | p. 6 |
| Why Personality Type? | p. 7 |
| Conclusion | p. 8 |
| Who You Are Is How You Teach | p. 9 |
| The First Preference Pair: Extraversion and Introversion | p. 11 |
| The Second Preference Pair: Sensing and Intuition | p. 14 |
| The Third Preference Pair: Thinking and Feeling | p. 17 |
| The Fourth Preference Pair: Judging and Perceiving | p. 19 |
| Conclusion | p. 22 |
| What Type Looks Like in Students | p. 23 |
| Type Preferences: What You Might See in Students | p. 24 |
| Type and Learning Disabilities | p. 27 |
| Eight Kinds of Students | p. 29 |
| Case Studies-Using Type for Student Development | p. 38 |
| Using Type to Discover New Strategies for Helping Struggling Students | p. 41 |
| Conclusion | p. 41 |
| Type as a Framework for Differentiation | p. 42 |
| Learning Styles and Differentiation | p. 42 |
| How to Differentiate Without Being Overwhelmed | p. 44 |
| Differentiating a Lesson, Matching Content, Goals, and Learning Styles | p. 49 |
| Differentiation to Help Students Become Comfortable With Each Learning Style | p. 51 |
| Differentiation to Provide Genuine Choices | p. 52 |
| One Last Step: Using Thinking and Feeling to Motivate All Students | p. 54 |
| Conclusion | p. 55 |
| Key Differentiation Strategies | p. 57 |
| Scaffolding Tools: Supporting Thinking | p. 58 |
| Differentiated Choices | p. 64 |
| Heterogeneous Groups | p. 65 |
| Homogenous Groups | p. 67 |
| Natural Patterns for Extensions | p. 67 |
| What About Assessments? | p. 68 |
| Conclusion | p. 72 |
| Differentiated Classroom Management | p. 73 |
| Differentiating the Learning Environment | p. 74 |
| Sources of Classroom Management Problems | p. 74 |
| Why Do Teachers Need to Adjust Their Styles? | p. 75 |
| How to Use This Chapter | p. 76 |
| The Strategies: Extraversion and Introversion | p. 77 |
| Sensing and Intuition | p. 83 |
| Thinking and Feeling | p. 85 |
| Judging and Perceiving | p. 88 |
| Conclusion | p. 92 |
| Differentiated Reading Instruction | p. 93 |
| How Sensing and Intuitive Students Learn to Read | p. 94 |
| Differentiated Strategies for Sensing and Intuition | p. 96 |
| Content Differences in What Students Like to Read | p. 101 |
| Strategies for Differentiation | p. 104 |
| Conclusion | p. 109 |
| Differentiated Writing Instruction | p. 111 |
| Helping Extraverts Get Ready to Write | p. 113 |
| Get Students Started | p. 118 |
| Activities for Both Sensing and Intuition | p. 122 |
| Conclusion | p. 124 |
| Differentiated Math and Science Instruction | p. 125 |
| Type and Math Anxiety | p. 126 |
| Math Anxiety and Elementary Teachers | p. 127 |
| Sensing, Intuition, and Problem Solving | p. 129 |
| Maintaining the Cognitive Demands of the Task | p. 132 |
| Differentiation Strategies | p. 136 |
| Conclusion | p. 142 |
| Differentiating for Students From Other Cultures | p. 143 |
| Type, Multiculturalism, and Schools | p. 144 |
| Type and Culturally Responsive Teaching | p. 146 |
| Type and Other Cultures | p. 148 |
| Work Completion Strategies for Students of Poverty and Other Perceiving Cultures | p. 153 |
| Conclusion | p. 156 |
| Differentiating by Grade Level | p. 158 |
| Kindergarten to Second Grade | p. 158 |
| Third to Fifth Grades | p. 159 |
| The Middle-School Years: Helping Adolescents See Themselves as Students | p. 161 |
| The High-School Years: Helping Teens Make Their First Life Decisions | p. 162 |
| The Type Lessons | p. 163 |
| Quadrant Activities: Positive Experiences in Every Learning Style | p. 165 |
| Type Lessons for Grade 3 Through Adult | p. 168 |
| Resource: Type Terms Bookmark | p. 176 |
| References | p. 177 |
| Index | p. 181 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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