DIFFERENTIATED INSTRUCTION & the English Language Learner:

DIFFERENTIATED INSTRUCTION & the English Language Learner: Best Practices to Use With Your Students (K-12) Jo Gusman

Forms in this book may be copied for use in the program for which this video/resource handbook was purchased. National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573 1-800 453-7461 www.nprinc.com 2004 2

Author Profile Jo Gusman is both an outstanding teacher of ESL/bilingual students and an outstanding presenter. She began her teaching career in 1974 as a bilingual education instructional assistant, and later became a Bilingual Education teacher. In 1981, her career led her to the nationally known Newcomer School in Sacramento, California, where Jo worked in a multilingual setting with refugee and immigrant non-english speaking children. There she developed her many Brain-Based ESL Strategies. Because of her extensive experience and exceptional work with English Language Learners (ELL), she has received numerous awards from organizations such as the National Hispanic School Board Association, California Reading Association, and the California Association for Bilingual Education. She has been featured on national television (NBC) in a five day series titled, The New Kids In Town. In addition, Jo has received Presidential and U.S. Department of Education recognition for her teaching excellence. Jo is the author of Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ESL Students, and Accelerating Your ESL Students Reading Comprehension, Vocabulary Development, and Reading Fluency resource handbooks which participants receive at her Bureau of Education and Research seminars. She is a co-author of ACCESS: Building Literacy Through Learning, a program specifically designed for 5-8 grade English Language Learners, published by Great Source. In addition, she is featured in several videos such as, "Multiple Intelligences and the Second Language Learner," and Optimizing Intelligences: Thinking, Emotion and Creativity produced by National Professional Resources, Inc. Presently, Jo teaches Literacy and Curriculum courses at California State University, Sacramento, and at the Multiple Intelligences Institute at the University of California, Riverside. In addition, Jo is an educational consultant and founder of New Horizons In Education, Inc., a company devoted to meeting the needs of linguistically and culturally diverse student populations. Through her seminars and institutes, Jo shares her many ideas with educators, students, parents, and policy makers throughout the world. Her seminars are fast-moving, energetic, and focus on scores of practical ideas and materials participants can use immediately. Jo grew up in a family that experienced the challenges that farm working, non- English speaking families face. She truly understands the complexities and multiple variables that surround English Language Learners. Therefore, it is always her intention to provide educator participants with practical ideas, inspiration, and a vision that all students are highly intelligent and can be successful in all aspects of their lives, regardless of race, gender, or socio-economic level. 3

Acknowledgements Sometimes our light goes out but is blown into a flame by another human being. Each of us owes deepest thanks to those who have rekindled this light Albert Schweitzer I would like to thank all of the special people in my life that rekindle my light. My parents, Antonio and Carmen Gusman, who taught me to work hard, honor our culture and language, and most importantly, taught me the importance of serving those who feel they have no voice in our society. My husband, Scott Anthony, who inspires me daily with his faith, patience, loving presence, and unwavering support. Laura Cole, our assistant, who supports Scott and me, with her creativity, organization, honesty, and friendship. Bob, Helene and Angela Hanson who from the first moment that we met, cheer me on, mentor me, and challenge me to stretch and grow. Joseph Casbarro for his supportive guidance throughout the production of this video. The entire National Professional Resources, Inc. staff who helps create the creative and useful tools that empower educators world-wide. To all of the students, teachers, and administrators in this video who generously gave their time, ideas, and inspiration. These ideas will rekindle many children s and teachers lights around the world. 4

TABLE OF CONTENTS Introduction 7 The Viewers Guide Before-During After Viewing the Video Process 9 Preparing To Watch The Video Note Taking Guide 11 During The Video Viewing Note Taking Guide 12 After The Video Viewing 3-2-1 Implementation Plan 13 The Affective Filter 15 The Language Buddy Club 16 Authentic English Language Development Opportunities 18 Comprehensible Input 22 The Language Signal 23 Paragraph Draw 25 Foundation-Framework-Tools 27 Jo s Recommended Bilingual/Multicultural/ESL Web sites 29 Jo s Recommended Assessment, Bilingualism, Policy Issues, Second Language Acquisition 35 Differentiated Instruction 43 Jo s Recommended Brain Research and Differentiated Instruction Web Sites 44 Jo s Recommended Brain Based and Differentiated Instruction Articles, Books, Videos, Audio-Cassettes 50 Multiple Intelligences 55 Multiple Paths To Success - MI Lesson Planning Framework 57 Multiple Intelligences Resources 58 5

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INTRODUCTION Teachers today are being asked to read a plethora of education mandates, such as the No Child Left Behind Act, the Reading First Initiative, and their state content area standards. They are expected to comprehend the complexity of these mandates, and develop curricular and instructional frameworks and delivery systems that will lead to improved academic student performance. Simultaneously, rapidly changing demographics in American schools, and an overwhelming number of recommended best practices appear to have collided with the regulatory nature of state and federal education guidelines. These complex regulations, implementation guidelines, and corresponding curriculum and instruction programs have placed an incredible amount of responsibility on our teachers. Teachers confide in me when they come to my seminars, or when I am working with them in their classroom, that they feel overwhelmed. During this time of opportunity and challenge in American education, I believe we must all take a deep breath and take to heart Robert Browning s guiding words, Less is more. Using the less is more philosophy, I would like to offer two recommendations that will lower your stress during these complex times. My first recommendation is to take the time to mindfully read the No Child Left Behind Act, the Reading First Initiative, and any information on your own state content area standards. Personally investing 1-2 hours reading up on mysterious things called initiatives, standards, mandates, and regulations will empower you with knowledge and comprehension, and will remove any fears, confusion, or misunderstandings, that many times paralyze us and create mental blocks. I highly recommend the following web sites to use for your research. I am recommending web sites that will provide you with research-based information, and best of all, practical ideas you can use tomorrow. NO CHILD LEFT BEHIND INFORMATION 1. U.S. Department of Education - www.nochildleftbehind.gov. Order the free Teacher s Tool Kit and also A Parents Guide for each of your students parents. 2. National Conference of State Legislatures www.ncsl.org/programs/educ/no Child.htm 3. American Association of School Administrators www.aasa.org/nclb 4. National Association of State Boards of Education www.nasbe.org 5. Free teaching and learning resources from more than 35 federal agencies www.ed.gov/free 7

READING FIRST INITIATIVE AND LANGUAGE AND LITERACY INFORMATION 1. Read Write Think A very useful website hosted by the International Reading Association and National Council of Teachers of English. You can find research-based lesson plans and resources to help you meet the English Language Arts standards. www.readwritethink.org 2. The National Reading Panel Provided President Bush and the U.S. Department of Education with the research that ultimately became the Reading First Initiative, which is part of the No Child Left Behind Act. www.nationalreadingpanel.org 3. National Institute for Literacy www.nifl.com 4. International Reading Association www.reading.org 5. Education World www.educationworld.com 25 great teaching ideas from 25 great teachers To provide you with additional support, we have created our idea-filled video titled, Differentiated Instruction for the English Language Learner: Best Practices To Use with Your Students (K-12). It is our intention to help you focus on some of the research-based theories, principles and strategies that have been proven successful in educating English Language Learners. In addition, we hope to help you gain a deeper understanding of differentiated instruction and the powerful implications this instructional model has for providing our English Learners with comprehensible content area instruction, that in turn will lead to their academic success, and will help you meet many of the No Child Left Behind requirements. I have collaborated with the outstanding teachers, administrators, and students in this video to provide you with the sights and sounds of the many ways educators create learning environments where diversity and differentiation are understood and respected daily, and where educators are meeting their states rigorous content area standards. Accompanying this video is a Resource Handbook filled with practical, research-based conceptual frameworks, models, lesson planning formats, and resources that will help you meet the needs of your culturally and linguistically diverse population in your school. Great success to you all, Jo Gusman 8

RESOURCE HANDBOOK AS A VIEWER S GUIDE guide: 1. To show somebody the way. 2. One who leads the way, directs, or advises. 3. A guidebook. 4. Something serving to indicate or direct. 5. To direct the course. Webster s Dictionary Effective teaching research recommends that teachers implement an instructional process that moves the learner from passively listening to information, to actively participating and ultimately to meaningful application. With this in mind, we present this Resource Handbook that provides guiding questions, note taking guides, and a personal Game Plan worksheet that will ensure the ideas you are learning in this video will be applied in your classroom and school. BEFORE VIEWING THE VIDEO Read the video description on the video cover. Ask yourself the following questions. You may wish to record your responses on the form supplied. 1. What is your personal definition of the term differentiated instruction? 2. What do you know about differentiated instruction? Have you attended any seminars, read any books or articles on this topic? 3. Describe 3 things you would like to learn about differentiated instruction. 4. How might an instructional framework like differentiated instruction help you meet the needs of your English Language Learners? Share your predictions. 5. What do you hope to learn from this video? Write 3 goals you hope to meet. DURING THE VIDEO VIEWING Use my Preview-Reflect-Review-Implement Process as you view this video. 1. PREVIEW -Watch the entire video without stopping the video to discuss. Mindfully study all of the practical ideas being shared by your fellow teachers. 2. REFLECT - Use your Note Taking Guide and write in your thoughts, insights, affirmations, and questions. Write down the things that you already do that provide your students with differentiated instruction. Identify the new ideas you intend to implement. 3. REVIEW - Play the video again. After viewing the entire video, take some time to process all the things you learned by: re-reading the notes you made on your Note Taking Guide, discussing your thoughts with your colleagues, or looking at some web sites I recommend in this Resource Handbook 4. IMPLEMENT - Now it is time to make a commitment to yourself. Revisit the 3 goals you wrote before you viewed the video. Reflect on how you plan to use the information you learned from this video. 9

AFTER THE VIDEO VIEWING 1. It s time to develop your action plan! Use my 3-2-1 Implementation Plan to help you move from simply watching the video to implementation in your own classroom. 2. Visit some of the recommended web sites to get lesson plans, activities, materials, and other resources that will inspire, support, and nurture you as you create a Differentiated Instruction classroom for your English Language Learners. 3. Monitor your students progress using questionnaires, interviews, and written comments. During a Class Meeting, ask students to share their thoughts about the Differentiated Instruction activities and processes you are using. Students may draw, act out, or write their responses. 4. Monitor any changes in student achievement, motivation, and comprehension. Share these changes with parents, fellow colleagues, and administrators. 5. Give yourself a big hand! Orchestrate a Learning Celebration party where you all celebrate your successes. HAVE A GREAT TIME!! 10

prepare: To make ready in advance for a particular purpose, event, or occasion. To get ready. Webster s Dictionary REFLECTION QUESTION 1. Presently, what is your personal definition of the term, differentiated instruction? MY RESPONSES TO THE REFLECTION QUESTIONS 2. Using an internet search engine such as GOOGLE, find the research-based definition for the term, differentiated instruction. Write that definition in the response box. 3. Compare your definition with the research-based definition. How are they different? How are they the same? Write your thoughts in the reflection/response box. 4. Describe 3 things you would like to learn about differentiated instruction. 5. How might an instructional framework like differentiated instruction help you meet the needs of your English Language Learners? 6. What do you hope to learn from this video? Write 3 goals you hope to meet. 11

DIFFERENTIATED INSTRUCTION IDEAS I LEARNED IN THIS VIDEO MY THOUGHTS 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 12

3 THINGS I LEARNED FROM THIS VIDEO 2 PRACTICAL IDEAS I WILL IMPLEMENT DAILY IN MY CLASSROOM 1 IDEA I AND FELLOW STAFF MEMBERS WILL IMPLEMENT SCHOOL-WIDE 13

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Dr. Stephen Krashen s Affective Filter Hypotheses suggests that an individual s emotions can directly interfere or assist in the learning of a new language. According to Krashen, learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment, and anger. These negative emotions can create a kind of filter that blocks the learner s ability to process new or difficult words. Classrooms that are fully engaging, non-threatening, and affirming of a child s native language and cultural heritage can have a direct effect on the student s ability to learn by increasing motivation and encouraging risk taking. Source: Reed, Bracken, & Railsback, Jennifer. Strategies and Resources for Mainstream Teachers of English Language Learners, Bracken Reed. Portland, OR: Northwest Regional Educational Laboratory, 2003. Dr. Krashen hypothesizes that when an English Language Learner perceives threat, their Affective Filter is raised, thus blocking input from reaching the language acquisition centers. He recommends that teachers lower the affective filter by fostering a spirit of mutual respect, raising expectations, and creating a safe environment in which the student s primary language and culture are valued and respected. Following are some practical ideas for lowering your English Language Learners Affective Filter. Have you ever asked your English speaking students to help an ELL? If you think about it, we many times send the English speaking tutor off without training or materials. The Language Buddy Club idea helps you to properly prepare your English speaking students, to assist you, and provide additional support to your English Language Learners. The Authentic English Language Development Opportunities is a list of real-life school jobs that require authentic oral language practice. These activities promote self-esteem, active participation, and help your English Language Learners feel included in their school community. 15

THE LANGUAGE BUDDY CLUB Invite your English speaking students who want to assist the English Language Learners to join this honorary club. The Language Buddy Club members are assigned an ELL to assist in the classroom, on the playground, cafeteria, bus, etc. Each Language Buddy receives a special t-shirt, button, or sweatshirt that identifies him/her as a Language Buddy. The Language Buddy Club is a great self-esteem booster for all students. My students loved this time where they could be of service to their limited and non-english speaking friends! LANGUAGE BUDDY CLUB MINI WORKSHOPS Provide your students with mini workshops on second language acquisition strategies. This will empower them to do an effective job when they are helping their ELL buddy with a classroom assignment or out on the playground. THE LANGUAGE BUDDY CLUBHOUSE Set up a Language Buddy Clubhouse, or special area in your classroom where the Language Buddies can independently find the school supplies and instructional materials they need to work with their Language Buddy. 16

LANGUAGE BUDDY CLUBHOUSE SUPPLY LIST 1. sketch pads, construction paper, lined paper 2. colored markers, colored pencils 3. picture cards 4. math manipulatives 5. content area resource books 6. audio-cassettes, cassette player 7. children s books 8. ESL teacher idea books so that the upper grade students can get ideas DESIGN AND DESCRIBE YOUR LANGUAGE BUDDY CLUB AND CLUBHOUSE From: Jo Gusman, Practical Strategies For Accelerating The Literacy Skills and Content Learning of Your ESL Students, 2003. 17

AUTHENTIC ENGLISH LANGUAGE DEVELOPMENT OPPORTUNITIES JO GUSMAN Assign the following jobs to your English Language Learners. Create buttons for your students to wear when they are serving in the following official roles. In fulfilling these roles, your students will use their primary and new language, in natural language learning contexts. OFFICIAL MORNING GREETERS Language Structure: Greetings Invite bilingual caregivers, seniors, community members, bilingual business leaders, and others to serve as English language models for your English Language Learners. The adult models appropriate English greetings as your students actively listen to the words, and pay attention to the body language that accompanies those words. Together they can now greet each individual that enters into your school. OFFICIAL BUS GREETERS Language Structure: Greetings My friend, Dr. Michelle Borba, recommends that all schools should be Cheers Schools, where everybody knows your name and everybody s glad you came. Assign your ESL students to the bus loading and unloading area of your school. LANGUAGE Ask the students STRUCTURE: to greet their fellow GREETINGS students as they get off their school buses. Teach them greetings such as, Good morning, how are you today, Good morning. What is your name? My name is. 18

OFFICIAL SCHOOL CONCIERGE Language Structure: Question and Answer Have you noticed that students ask the same questions each day? Instead of you answering all of these questions, delegate this job to your students. Just like at fine hotels, a School Concierge can answer all of the students questions about school procedures and daily activities. Strategically place some desks and chairs around the school, where your School Concierges can sit and take questions from students, parents, caregivers and visitors. The School Concierges are given School Information binders that provide them with answers to commonly asked questions such as, Are they selling popcorn today? How much will it cost? This is a great opportunity for your students to further develop their primary and English language, while at the same time, using a variety of problem solving skills. Give each student an Official School Concierge button. The concierges should be at each entrance, outside the school office, inside the cafeteria and library. Think about having a couple of Official Classroom Concierges that would sit outside your classroom each morning to answer classroom procedure and activity questions. OFFICIAL TRANSLATORS Language Structure: Primary Language Development We often solicit the assistance of our bilingual students when we want to communicate with a student who does not speak English. Let s make this an OFFICIAL classroom role! Whenever you are assigned a new English Language Learner, greet them with a Welcome To Our Classroom Gift Bag. This special bag contains their school supplies and a special button that says OFFICIAL CLASSROOM TRANSLATOR. Using a Sharpie pen, write the student s name, primary language, and new language they will learn. Whenever you need translation assistance simply say, I need an official (identify language) translator. Please help me explain (content area concept or skill, procedure, etc. ) to 19

(name of student(s). This role promotes pride, fosters a positive self esteem, and helps students feel like an important part of the classroom community. BUTTON EXAMPLE OFFICIAL TRANSLATOR NAME PRIMARY LANGUAGE ENGLISH Here are some additional roles you can implement at your school: * OFFICIAL SCHOOL/CLASSROOM NEW LANGUAGE TOUR GUIDES * OFFICIAL CAFETERIA HOSTS/HOSTESSES * OFFICIAL BILINGUAL CONFLICT MANAGERS * OFFICIAL BILINGUAL SCHOOL BUS BUDDIES * OFFICIAL BILINGUAL OFFICE ASSISTANTS * OFFICIAL PARENT/CAREGIVER WAITING ROOM HOSTS - Set up a small waiting area in your school office. Provide the parents with bilingual magazines, books, videos, community information, and refreshments. This gives your clients the clear message that you are glad they have come to register their children at your school. Have fun creating a language-rich learning environment! From: Jo Gusman, Practical Strategies For Accelerating The Literacy Skills and Content Learning of Your ESL Students, 2003. 20

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Dr. Stephen Krashen (1981) refers to comprehensible input as the understandable linguistic input required for successful second language acquisition. He suggests that comprehensible input, to be effective, must have the following characteristics: 1. Context clues such as experiences, situations, concrete referents. 2. Paralinguistic clues such as gestures, facial expressions and total body language. 3. Linguistic modifications such as intonation, repetition, paraphrasing, reduction in rate of speech, syntactic and vocabulary simplifications. 4. Structures and vocabulary already known to the student, together with some language not yet acquired is referred to as input + 1. Dr. Krashen recommends that we take student s current level of language competence ( i ) and increase the input by introducing language input which contains new language structures that are just beyond the student s current level of competence ( + 1 ). 5. Culturally relevant and meaningful content which is enough to connect to students prior knowledge. Following you will find some practical, easy to implement ideas for making your input comprehensible during your directed instruction time. 22

THE LANGUAGE SIGNAL Do you remember taking a foreign language, where the professor spoke in that language the whole class period? Did the professor ever go beyond language practice exercises, and move you to a highly conceptual content area lesson? Did you ever feel left behind, frustrated, overwhelmed in that foreign language environment? Welcome to the life of your English Language Learners (ELL). When I realized I sounded like Charlie Brown s teacher during my content area lessons, I started to mindfully observe my students responses to me, and the content I was asking them to process. I discovered that my ELL were overwhelmed! Their response to my highly conceptual lessons was frustration, fear, headaches, anger, and ultimately they would tune me out. To help them, I started using what I call, The Language Signal. The Language Signal is a new pattern and program for the brain that alerts the ELL to important information coming their way. Your Language Signal should have exaggerated physical, verbal, and visual cues that you consistently use each time you present a key point in a lesson. My language signal was, Get ready! Key point number 1. I would use my hands to JO GUSMAN, NEW HORIZONS IN EDUCATION, INC. 23

number off the key points in the lesson. I would state the key point, then draw, show a visual, guide students through a hands-on activity, or have them observe a demonstration. My students received a verbal and visual cue from me that let them know what was important in the lesson. This technique helped me make my input more comprehensible to my English Language Learners. 1. Be consistent. Create a signal 2. Use lots of body that you only use during language and content area lessons. visuals to help you communicate your key points. LANGUAGE SIGNAL KEY POINTS 3. Less is more! Present only 3-5 key points per lesson. From: Jo Gusman, Practical Strategies For Accelerating The Literacy Skills and Content Learning of Your ESL Students, 2003. 24

PARAGRAPH DRAW Our English Language Learners many times are not able to read the English language, but they understand when it is read aloud to them. Use this pre-reading process to help your students comprehend a story or chapter in a content-area textbook. 1. Give each student the Paragraph Draw worksheet. 2. Teacher reads aloud one paragraph at a time while students actively listen and visualize. 3. Students write the number of the paragraph the teacher is reading aloud in each box of their Paragraph Draw worksheet. 4. Students draw a picture of the main idea(s) for each paragraph in the corresponding boxes. Teacher checks the students drawings to make sure they correspond with main idea read aloud. From: Jo Gusman, Practical Strategies For Accelerating The Literacy Skills and Content Learning of Your ESL Students, 2003. 25

PARAGRAPH DRAW PARAGRAPH # PARAGRAPH # PARAGRAPH # PARAGRAPH # PARAGRAPH # PARAGRAPH # From: Jo Gusman, Practical Strategies For Accelerating The Literacy Skills and Content Learning of Your ESL Students, 2003. 26

THE 3 BUILDING BLOCKS FOR CREATING EFFECTIVE LANGUAGE ACQUISITION AND BILITERACY PROGRAMS FOR YOUR ENGLISH LANGUAGE LEARNERS Have you had days when you feel like you are not meeting the diverse needs of your English Language Learners? Do you remember that day when you put your students on the bus at the end of the day and felt like you had met your culturally and linguistically diverse students emotional and cognitive needs? I have come to the conclusion that when I felt like I was not meeting the needs of my English Language Learners, it was because I was only focusing on English as a Second Language (ESL) language lessons. My primary focus therefore, was on moving the students from one language lesson to the other, and then testing them to see if they had moved to a higher level of language proficiency. On those days when I felt like I was meeting the needs of my students, it was because I had mindfully attended to all of their linguistic, academic, and emotional needs. As teachers of English Language Learners, we all want to meet the complex needs of our students. From my experience as a K-12 grade classroom teacher, and as an educational consultant to many schools and school districts, I have concluded that an effective language acquisition and bi-literacy program has three components. They are foundation, framework, and tools. These three components must be in place in your classroom, throughout your school, and district-wide in order to provide a researchbased and comprehensive program that will lead to academic success for your English Language Learners. A SOLID FOUNDATION: We all need a solid foundation to build upon when creating our personal and professional lives. In our own core, or foundation, are the beliefs and principles we live by. Likewise, the language acquisition and bi-literacy programs we build for our English Language Learners also need a solid foundation. As you build an effective program for your students, begin the process by asking yourself, fellow staff members, and district policy makers the following questions: 27

How well do we know and understand our new clientele? This is a time to assess the amount of information we have about our students culture. Without a deep understanding of our students culture, we cannot provide them a meaningcentered, culturally relevant context for learning. What do we believe about language? Begin by examining research on language acquisition, bilingualism, language policy, and literacy philosophies. Equip yourself with information about your students primary language - the graphophonic, syntactic, semantic, and pragmatic cueing systems. This is a time to reflect upon your own beliefs about language instruction, and to understand that our personal belief systems about language influence the types of language programs we would be drawn to, support, and ultimately adopt and use in our classrooms and district. Understanding your personal beliefs and your students primary language system will help you avoid making mistakes as you teach your students how to read and write in English. A STRONG FRAMEWORK: According to Webster s dictionary a framework is, A set of ideas, principles, agreements, or rules. The question to ask ourselves at this point is, What theoretical frameworks are we using to help us make curriculum and instruction decisions? Meeting the bilingual, bicultural and bicognitive needs of our English Language Learners requires that we mindfully identify and select specially designed instructional frameworks that were developed for English Language Learners. Re-examine the curriculum development, lesson planning, lesson delivery, and assessment frameworks you are presently using at your school. Were these frameworks developed for culturally and linguistically diverse populations? If the answer is no, then it is time to retire these inappropriate frameworks and select those that would help you deliver linguistically and culturally relevant differentiated instruction. RESEARCH-BASED TOOLS: What are the most effective strategies, processes, and skill development techniques to use with our English Language Learners? Not every best practice that is recommended to you is based on bi-literacy research, or was created with the English Language Learner as the primary focus. As a staff, seek out only those tools in reading instruction, content area, and assessment whose research base is bilingualism, second language acquisition, and bicognition. The following recommended resources and web sites will help you find the best tools to use with your English Language Learners. 28

JO S RECOMMENDED BILINGUAL/MULTICULTURAL/ESL AGENCIES/ORGANIZATIONS/CENTERS AND THEIR WEB SITES (Active as of 5/01/04) ADVOCACY/LANGUAGE POLICY Center for Applied Linguistics www.cal.org Center for Equity and Excellence in Education Test Database http://r3cc.ceee.gwu.edu/standards_assessments/database.htm Center for Language Minority Education and Research Center for Research on Education, Diversity, Excellence www.clmer.csulb.edu/ www.crede.ucsc.edu CREDE S Five Standards of Effective Pedagogy www.crede.ucsc.edu/standards/standards.html Clearinghouse on Languages and Linguistics www.cal.org Directory of Two-Way Immersion Programs www.cal.org/twi/directory Language Policy and Language Rights www-rcf.usc.edu/~cmmr/policy.html Linguistic Minority Research Association http://www.hamptonu.edu/bsrc/cmse/olinks.html National Association of Bilingual Education National Center for ESL Literacy Foundation www.nabe.org/faq.asp www.cal.org/ncle/ National Center for Research on Evaluation, Standards, and Student Testing www.cresst.org National Clearinghouse for Bilingual Education www.ncbe.gwu.edu/ National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs Individual state data www.ncela.gwu.edu/ Northwest Regional Educational Laboratory Equity Center www.nwrel.org Office for Civil Rights www.ed.gov/about/offices/list/ocr/ell/index.html 29

Portraits of Success (database of successful bilingual education programs) www.alliance.brown.edu/pubs/pos/ U.S. Department of Education s Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) http://www.ed.gov/about/offices/list/oela/index.html?src=oc Research on Language Minority Education http://www.ncela.gwu.edu/pubs/reports/bestevidence/research.htm Sheltered Instruction Observation Protocol www.siopinstitute.net Teachers of English to Speakers of Other Languages http://www.tesol.org/index.html What Works Clearinghouse www.w-w-c.org BILINGUAL/MULTICULTURAL/ESL RESOURCE MATERIALS Activities for ESL Students BBC English Bilingual Teacher Store Boggles World Dave s ESL Café EduHound Español http://a4esl.org www.bbc.co.uk/worldservice/learningenglish/ www.bilingualteacherstore.com www.bogglesworld.com www.eslcafe.com www.eduhound.com/espanol English CLUB www.englishclub.net ESL Café s Web Guide www.eslcafe.com/search/index.html ESL and EFL Games, Songs, Lessons and Resources http://eslgames.com ESL Grammar Links for ESL Students www.gl.umbc.edu/~kpokoy1/grammar1.htm ESL Lesson Plans ESL Lessons and Flashcards ESL Resources www.eslcafe.com www.esl-images.com http://members.aol.com/jakajk/esllessons.html English Outlook: Online Magazine www.englishoutlook.com 30

ESL Wonderland Everything ESL www.eslwonderland.com www.everythingesl.net/lessons/ Holiday Zone: Activities for English Language Learners www.theholidayzone.com Instant ESL Lessons www.english-to-go.com Interesting Things for ESL Students www.manythings.org Interesting Things for ESL Students to Read www.iei.uiuc.edu/web.pages/readinglist.html Internet Resources for Language Teachers and Learners www.fredriley.org.uk/call/langsite/ Jo Gusman, New Horizons In Education Inc. Speakers Bureau and Educational Materials www.nhie.net Karin s ESL Party Land 1-Language www.eslpartyland.com www.1-language.com TESL/TEFL/TESOL/ESL/EFL/ESOL Links Parlez Vous? (French) http://iteslj.org/links/ www.parlez-vous.org We Speak English www.wespeakenglish.com/ BILITERACY Bilingual Reading Instruction International Reading Association www.ncela.gwu.edu/pathways/reading/ www.reading.org National Literacy Panel on Language Minority Children and Youth (NLP) www.cal.org/natl-lit-panel/ ESL AND EFL GAMES GOOGLE IT! Type in ESL or EFL games and lesson plans. This will lead you to a long list of web sites filled with lots of practical ideas. SPANISH/MULTILINGUAL RESOURCES BOOK VENDOR 31

Mariuccia Iaconi Book Imports(415) 821-1216 970 Tennessee Street San Francisco, CA 94107 www.mibibook.com/contactus.html SPANISH RESOURCES WEB SITES Algunos Lugares en Español www.kn.pacbell.com/wired/algunos/ Biblioteca Infantil www.storyplace.org/sp/eel/eel.asp Bilingual Books for Kids www.bilingualbooks.com Center for the Study of Books in Spanish www.csusm.edu/csb/english CNN en Español http://cnnenespanol.com/ Elementary Spanish Curriculum http://invision.esu3.org/tech_span/resource_pages/pdf_samples/curriculum%20pdf/ curric1.pdf ESCUELA.NET EspanOle! Pagina Principal www.escuela.net www.espanole.org/ Internet Resources for Language Teachers and Learners www.fredriley.org.uk/call/langsite/ Juegos y Canciones Para Los Niños www.hevanet.com/dshivers/juegos K-3 Resources for Bilingual Educators www.estrellita.com/k3.bil.res.html Learn Spanish www.studyspanish.com/ Spanish Teacher Resources Sitio Infantil www.geocites.com/sra_rk/worldlang_resources0.htm www.globalpc.net/entretenimiento/juegos Spanish Lessons on the Web, Links Trabalenguas (Spanish Tongue Twisters) www.whitebuffalos.net/spanish/links.htm www.uebersetzung.at/twister/es.htm Web Spanish Lessons www.june29.com/spanish/ 32

SPANISH /MULTICULTURAL/MULTILINGUAL SEARCH ENGINES Alta Vista Spain Arabic search engine www.altavista.com www.4arabs.com Atrium (Japanese search engine) Auyantepui (Venzuela) EduHound Español Euroseek (European) www.atrium.com/search.html www.auyantepui.com http://www.eduhound.com/espanol www.euroseek.com Galeon GauchoNet (Argentina) www.galeon.com/aprenderaaprender/general/indice www.gauchonet.com Google www.google.com Hikyaku (Japanese) www.hikyaku.com/trans/jengineg.html Hispavista Lycos www.hispavista.com www.lycos.com Marjorie Chan s China Links (China) http://people.cohums.ohio-state.edu/chan9/c-links.htm Mexicoweb (Mexico) Mexmaster (Mexico) www.mexicoweb.com www.mexmaster.com National U.S. Arab Chamber of Commerce www.nusacc.org Quepasa www.quepasa.com Russian search engines Spanish About Terra (Spain) www.searchenginecolossus.com/russia.html www.spanish.about.com http://www.terra.es/ Uruguay Total (Uruguay) www.uruguaytotal.com Yagua (Paraguay) Yahoo! (available in country specific versions) www.yagua.com www.yahoo.com 33

YUPI (Latin American search engine) http://www.yupimsn.com/ TRANSLATION SITES AND SOFTWARE All Words www.allwords.com Alta Vista Babel Fish Translation Service http://babelfish.altavista.com Systran Information and Translation Technologies www.systransoft.com The Human Languages Page www.ilovelanguages.com Your Dictionary www.yourdictionary.com REFUGEE IMMIGRANT/CULTURES/DEMOGRAPHIC INFORMATION Culture Grams www.culturegrams.com The United Nations Refugee Agency (UNHCR) www.unhcr.ch United States Citizenship and Immigration Services (Immigrant and Refugee Statistics) www.uscis.gov U.S. Department of Health and Human Services Office of Refugee Resettlement www.acf.dhhs.gov/programs/orr/ Visit a Refugee Camp (curriculum on refugee issues) www.refugeecamp.org RESEARCH SITES FOR ESL STUDENTS Content Area Instruction and Current Events www.proteacher.com Human Resource Institute www.hrinstitute.info/linksdem.asp Questia World s Largest ESL Online Library www.questia.com STATE AND SUBJECT AREA EDUCATIONAL STANDARDS Developing Educational Standards http://edstandards.org/standards.html 34

JO S RECOMMENDED PRINT & VIDEO RESOURCES ASSESSMENT, BILINGUALISM, POLICY ISSUES, SECOND LANGUAGE ACQUISITION Ada, Alma Flor. A Magical Encounter: Latino Children s Literature in the Classroom, 2 nd Ed. Boston, MA: Allyn & Bacon, 2003. Armstrong, Thomas. Multiple Intelligences In The Classroom. Alexandria, Virginia: ASCD, 1994. Asher, J.J. Learning Another Language Through Actions (6 th ed.). Los Gatos, CA: Sky Oaks Productions, 2000. Assessment Resource Library. Bibliography on Assessment: English Language Learners (Rev. ed.). Portland, OR: Northwest Regional Educational Laboratory. 2000. Au, Kathryn H. Literacy Instruction in Multicultural Settings. Fort Worth, Texas: HBJ, 1993. Banks, J. A. An Introduction to Multicultural Education. Newton, MA: Allyn & Bacon, 1999. Banks, J. A. Teaching Strategies for Ethnic Studies (3 rd edition). Boston, MA: Allyn & Bacon, 1984. Bernhardt, E.B., & Kamil, M.L. Interpreting Relationships Between L1 and L2 Reading: Consolidating the Linguistic Threshold and Linguistic Interdependence Hypotheses. Applied Linguistics, 16(1), 15-34, 1995. Berman, P., Minicucci, C., McLaughlin, B., Nelson, B., & Woodworth, K. School Reform and Student Diversity: Case Studies of Exemplary Practices for LEP Students. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 4, 2003, from www.ncela.gwu.edu/miscpubs/schoolreform/. Brisk, Maria Estela, Harrington, Margaret. Literacy and Bilingualism: A Handbook for All Teachers. Mahwa, NJ: Lawrence Erlbaum Associates Publishers, 2000. 35

Calderon, Margarita, Minaya-Rowe, Liliana. Designing and Implementing Two-Way Bilingual Programs. Corwin Press, 2003. Campbell, Duane. Choosing Democracy: A Practical Guide To Multicultural Education. Prentice-Hall Inc., 1996 Carasquillo, A.L., & Rodriquez, V. Language Minority Students in the Mainstream Classroom (2 nd ed.). Philadelphia, PA: Multilingual Matters, 2002. Chamot, Anna Uhl and O'Malley, Michael J. The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley, 1994. Carrasquillo, Angela, Segan, Phillip. The Teaching of Reading in Spanish to the Bilingual Students. Mahwah, NJ: Lawrence Erlbaum Associates, 1998. Costantino. M. (with St. Charles, J., Tepper, S., & Baird, E). Reading and Second Language Learners: Research Report. Olympia, WA: Evergreen State college, Evergreen Center for Education Improvement. 1999. www.evergreen.edu/ecei/reports/2ndlanglrners.doc Cradleboard Teaching Project (CTP). Science: Through Native American Eyes. Kapaa, HI: Cradleboard Teaching Project, 1998. Crawford, James. Bilingual Education: History, Politics. Theory. and Practice. Los Angeles, Bilingual Educational Services, 12989 Crawford, Leslie. Language and Literacv Learning in Multicultural Classrooms. Massachusetts: Allyn and Bacon, 1993. Cummins, J. Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, CA: Evaluation, Dissemination and Assessment Center California State University, Los Angeles, 1981. Damian, Carol and Herrera, Terese, Resources for Meeting the Needs of All Learners. ENC Instructional Resources, 2000. Diaz-Rico, and Kathryn Z. Weed. The Cross-Cultural. Language. and Academic Development Handbook: A Complete K-12 Reference Guide. Massachusetts: Allyn and Bacon, 1995. Doherty, R. W., Hilberg, R. S., Pinal, A., & Tharp, R.G. Five Standards and Student Achievement. NABE Journal of Research and Practice, 2003. 1(1), 1-24. www.uc.edu/njrp/pdfs/doherty.pdf Echevarria, J., Vogt, M., & Short, D. Making Content Comprehensible for English Language Learners. The SIOP Model. Boston, MA: Allyn & Bacon. 2000. 36

Echevarria, Jana and Graves, Anne. Sheltered Content Instruction. Allyn and Bacon, 1998. Freeman, David and Yvonne. Between Worlds: Access to Second Language Acquisition. Portsmouth, NH: Heinemann, 1994. Garcia, G.N. Lessons From Research: What Is The Length of Time It Takes Limited English Proficient Students To Acquire English and Succeed In An All-English Classroom? (NCBE Issue Brief No. 5). Washington, D.C.: National Clearinghouse for Bilingual Education. 2000. www.ncela.gwu.edu/ncbepubs/issuebriefs/ib5.htm Garcia, Gilbert G. English Learners: Reaching the Highest Level of English Literacy. International Reading Association, Newark, Delaware: 2003. Gardner, Howard. Frames of Mind: New York, N.Y., A Basic Books, 1983. Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: Kappa Delta Pi, 1994. Gibbons, Pauline. Learning to Learn in a Second Language. Portsmouth, NH: Heinemann, 1991. Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann, 2002. Goldberg, Merryl Ruth. Arts and Learning: An Integrated Approach to Teaching and Learning in Multicultural and Multilingual Settings. White Plains, NY: Longman Publishers, 1997. Gusman, Jo. Practical Strategies for Accelerating the Literacy Skills and Content Learning of Your ESL Students. New Horizons In Education, Inc. Sacramento, CA, 2003. Gusman, Jo. Differentiated Instruction for the English Language Learner: Best Practices To Use With Your Students (K-12). (Video and View Guide). National Professional Resources, Inc. Port Chester, NY, 2004. Gusman, Jo. Multiple Intelligences and the Second Language Learner (video). National Professional Resources, Inc. Port Chester, NY, 1998. Gusman, Jo. Multiple Intelligences and the Second Language Learner. A Resource Handbook. New Horizons In Education, Inc. Sacramento, CA, 2003. Gusman, Jo. Optimizing Intelligences: Thinking. Emotion. and Creativity. (video) National Professional Resources, Inc. Port Chester, NY, 1998. 37

Hakuta, Kenji, Butler, Y.G. & Wwitt, D. How Long Does It Take English Learners to Attain Proficiency? Santa Barbara, CA: University of California, Linguistic Minority Research Institute, 2000. Hakuta, Kenji, and Ellen Bialystok. In Other Words: The Science and Psychology of Second-Language Acquisition. New York, New York, 1994. Hamayan, E.V. & Perlman, R. Helping Language Minority Students After They Exit from Bilingual/ESL Programs: A Handbook for Teachers (NCBE Program Information Guide Series No, 1). Washington, D.C.: National Clearinghouse for Bilingual Education, 1990. www.ncela.gwu.edu/ncbepubs/pigs/pigl.htm Hart, Leslie, Olsen, Karen. Human Brain Human Learning. Books For Educators. Kent, Washington, 2002. Hart, Daniel, Macy, Terry, Luebeck, Jennie, Tobias, Ronald. Native American Students: Including Indians. Aouth Burlington, VT: Annenberg/CPB Math and Science Project, 1996 (1 videotape and 1 guidebook). Hayes, Curtis, Robert Bahruth, Carolyn Kessler. Literacy Con Cariño. Portsmouth, NH: Heineman, 1991. Heath, Alan. Windows on the World: Multicultural Festivals for Schools and Libraries. Metuchen, NJ: Scarecrow, 1995. Herrell, A.A. Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Pearson, Merrill Prentice Hall, 2003. Howard, Gary. We Can t Teach What We Don t Know: White Teachers, Multi-racial Schools. Williston, VT: Teachers College Press, 1999. Jameson, J. Three Principles for Success: English Language Learners In Mainstream Content Classes. (From Theory to Practice Issue No. 6). Tampa, FL: Center for Applied Linguistics, Region XIV Comprehensive Center, 1998. www.cal.org/cc14/ttp6.htm Jarrett, D. The Inclusive Classroom: Teaching Mathematics and Science to English Language Learners. Portland, OR: Northwest Regional Educational Laboratory. 1999. www.nwrel.org/msec/just_good/8/index/html 38

Jarrett, Denise. The Inclusive Classroom: Mathematics and Science Instruction for Students With Learning Disabilities. Portland, OR: Northwest Regional Educational Laboratory (NWREL), 1999.Kagan, Spencer. Cooperative Learning and Socio-cultural Factors in Schooling. Beyond Language: Social and Cultural Factors in Schooling Language Minority Students, p. 245. Los Angeles, CA: Evaluation, Dissemination, and Assessment Center, CSU Los Angeles, 1986. Jensen, Eric. Teaching With The Brain In Mind. Alexandria, VA. ASCD, 1998. Johnson, Lauri and Sally Smith. Dealing With Diversity Through Multicultural Fiction: Library-Classroom Partnerships. Chicago: American Library Association, 1993. Kagan, Spencer and Miquel. Multiple Intelligences: The Complete MI Book. Kagan Cooperative Learning. San Clemente, CA, 1998. Kendall, Frances El Diversity in the Classroom: New Approaches to the Education of Young Children. 2 nd ed. New York: Teachers College Press, 1996. Kindler, A.L. Survey of the States Limited English Proficient Students and Available Educational Programs and Services: 2000-2001 Summary Report. Washington, D.C.: U.S. Department of Education, Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students. 2002 Kovalik, Susan and Olsen Karen. Exceeding Expectations: A User's Guide To Implementing Brain Research In The Classroom. Kent, Washington, Books For Educators, 1999. Kozol, Jonathan. Savage Inequalities: Children in America s Schools. New York: Crowne, 1991. Krashen, S. Second Language Acquisition and Second Language Learning. New York, NY: Pergamon Press. London: Pergamon Press, 1981. Krashen, S. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 1982. Krashen, S. and T. Terrell. The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press, 1983. Lindsey, Randall, Terrell, Raymond, Robins, Kikanza Nuri. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks, CA: Corwin Press, Inc., 1999. Law, Barbara, Mary Eckes. The More Than Just Surviving Handbook: ESL For Every Classroom Teacher. Winnipeg, Canada: Peguis Publishers, 1990. 39

Loop, C. What Tests Are Available That Measure The Yearly Academic Progress of English Language Learners? (AskNCELA No. 26). Washington, D.C.: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, 2002. www.ncela.gwu.edu/askncela/26ayptests.htm Luebeck, Jennie, Tobias, Ronald, Hart, Daniel. Support for Rural Education. South Burlington, VT: Annenberg/CPB Math and Science Project, 1996. Martinez, R.D. Assessment: A Developmental Guide-Book for Teachers of English Language Learners. Portland, OR: Northwest Regional Educational Laboratory, 2002. McCombs, Barbara, Shade, Barbara, Kelly, Cynthia, Oberg, Mary, and McNeely, Sharon. Creating Culturally Responsive Classrooms. Washington, DC: American Psychological Association, 1997 Miura, Irene and other contributors. Perspectives on Asian Americans and Pacific Islanders. Reston, VA: National Council of Teachers of Mathematics, 1999. Nelson, G.L. Culture s Role In Reading Comprehension: A Schema Theoretical Approach. Journal of Reading, 30, 424-429, 1987. Nevarez, Sandra, Raquel C. Mireles, Norma Ramirez. Experiences With Literature: A Thematic Whole Language Model for the K-3 Bilingua1 Classroom. Menlo Park, CA. Addison-Wesley, 1990. Office for Civil Rights. Programs for English Language Learners: Resource Materials for Planning and Self-Assessments. Washington, D.C. Department of Education, 1999. www.ed.gov/offices/ocr/ell/index.html Osterhaus, Susan. Teaching Math to Visually Impaired Students. Texas School for the Blind and Visually Impaired, 2000 (www.tsbvi.edu/math/index/htm) Paulston, Christina. International Handbook of Bilingualism and Bilingual Education. Westport, CT: Greenwood Press, 1988. Peregoy, Suzanne and Owen Boyle. Reading. Writing. & Learning In ESL. White Plains, NY: Longman, 1993. Perez, Bertha, and Maria Torres-Guzman. Learning In Two Worlds: An Integrated Spanish/English Biliteracy Approach. White Plains, NY: Longman, 1992. Petitto, L.A. On The Biological Foundations of Human Language. In K. Emmorey & H. Lane (Eds.), The Signs of Language Revisited: An Anthology to Honor Ursula Bellugi and Edward Klima (pp. 447-471). Mahwah, NJ: Lawrence Erlbaum, 2000. 40

Rainbows of Intelligences: Raising Student Performance Through Multiple Intelligences. Redlands, CA. Dr. Sue Teele and Associates, 1999. Rainbows of Intelligences: Raising Student Performance Through Multiple Intelligences. (Video) National Professional Resources, Inc. Port Chester, NY, 1998. Reed, Bracken, & Railsback, Jennifer. Strategies and Resources for Mainstream Teachers of English Language Learners, Bracken Reed. Portland, OR: Northwest Regional Educational Laboratory, 2003. Region X Equity Assistance Center. Improving Education For Immigrant Students: A Resource Guide for K-12 Educators in the Northwest and Alaska. Portland, OR: Northwest Regional Educational Laboratory, 1998. www.nwrel.org/cnorse/booklets/immigration/ Secada, Walter G. Perspectives on African Americans. Reston, VA: National Council of Teachers of Mathematics, 2000. Sheffield, Linda Jensen. Developing Mathematically Promising Students. Reston, VA: National Council of Teachers of Mathematics, 1999. Short, Deborah J. Newcomer Programs: An Educational Alternative for Secondary Immigrant Students. Education and Urban Society, 34(2), 173-198. 2002. Center for Applied Linguistics. Washington, D.C.: 2002. See CREDE Newcomers Project. www.cal.org/crede/newcomer.htm Sosa, Alicia Salina and several contributors. Educating Latino Students: A Guide to Successful Practice. Lanham, MD: Scarecrow Press Inc., 1998. Spangenberg-Urbschat, Karen and Robert Prichard. Kids Come In All Languages: Reading Instruction for ESL Students. Newark, Delaware: IRA, 1994. Sylwester, Robert. A Celebration of Neurons: An Educator's Guide To The Human Brain. Alexandria, Virginia: ASCD, 1995. Teele, Dr. Sue. The Multiple Intelligences School. (Book) Redlands, CA. Dr. Sue Teele and Associates, 1997. The Multiple Intelligences School. (Video) National Professional Resources, Inc. Port Chester, NY, 1998. Thomas, W.P., & Collier, V. School Effectiveness for Language Minority Students. (NCBE Resource Collection Series No. 9). Washington, D.C. National Clearninghouse for Bilingual Education, 1997. www.ncela.gwu.edu/ncbepubs/resource/effectiveness/ 41

Thonis, Eleanor. The English-Spanish Connection. Northvale, New Jersey: Santillana, 1983. Travis, Betty and other contributors. Perspectives on Latinos. Reston, VA: National Council of Teachers of Mathematics, 1999. Trentacosta, Janet. Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversity. Reston, VA: National Council of Teachers of Mathematics, 1997. U.S. Department of Education. Language Instruction for Limited English Proficient and Immigrant Students. (Title III of the No Child Left Behind Act of 2001, PL 107-110). Washington, D.C.: Author, 2001. Whitmore, Kathryn, and Caryl Crowell. Inventing A Classroom: Life In A Bilingual Whole Language Learning Community. York, Maine: Stenhouse Publishing, 1994. Wooley, Maggie. Being Deaf. Smart Apple Media, 2000. Wrigley, P. The Help! Kit: A Resource Guide for Secondary Teachers of Migrant English Language Learners. Oneonta, NY: ESCORT. 2001 www.escort.org/products/hsclc1 42

Differentiated instruction refers to a framework and a systematic approach to planning and implementing curriculum and instruction for academically diverse learners. Carol Ann Tomlinson states that, This approach to effective instruction of heterogeneous student populations suggests that teachers concentrate on two classroom factors: the nature of the student and the essential meaning of the curriculum. If, as teachers, we increase our understanding of who we teach and what we teach, we are much more likely to be able to be flexible in how we teach. Differentiated Instruction experts identify three modifications teachers can use to differentiate their instruction: 1. Content The what of teaching. The curricular themes, topics, concepts, and or skills we teach and the ways we make this information accessible and meaningful to the student. Dr. Diane Heacox recommends that, you differentiate content (a) when you preassess students skills and knowledge, then match learners with appropriate activities according to readiness; (b) when you give students choices about topics to explore in greater depth; and (c) when you provide students with basic and advanced resources that match their current levels of understanding. 2. Process The how of teaching. The processes mindfully selected reflect the learning styles, intelligences, and preferences of your students. The content may be the same, but the choices you give the students to help them comprehend the lesson are different. 3. Products The end result of learning. The way students demonstrate what they understand after a lesson or unit of study. Dr. Diane Heacox states, the work of Bloom and Gardner helps us differentiate products by providing greater challenge, variety, and choice in how students demonstrate or represent what they have learned. The following pages are filled with my recommended web sites and print/video materials that will support and inspire you as you create the optimal Differentiated Instruction classroom. 43

JO S RECOMMENDED BRAIN RESEARCH & DIFFERENTIATED INSTRUCTION AGENCIES/ORGANIZATIONS/ COMPANIES AND THEIR WEB SITES (Active as of 5/01/04) BRAIN-BASED EDUCATION/BRAIN RESEARCH Brain Compatible Learning/Teacher Development Network http://members.tripod.com/~ozpk/brain.html Brain Connection www.brainconnection.com Dr. Kathie Nunley s Layered Curriculum http://www.help4teachers.com/ New Horizons For Learning www.newhorizons.org Practical Classroom Applications of Current Brain Research www.brains.org Susan Kovalik and Associates/Integrated Curriculum Instruction Model www.kovalik.com DIFFERENTIATED INSTRUCTION ABC s of the Writing Process www.angelfire.com/wi/writingprocess/ Anything Left-Handed www.anythinglefthanded.co.uk The Educator s Reference Desk (Formerly the Ask ERIC Virtual Library) http://www.eduref.org Association for Supervision and Curriculum Development www.ascd.org Differentiated Instruction www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm Differentiated Instruction Differentiation Strategies www.quasar.ualberta.ca/ddc/incl/difinst.htm www.sasked.gov.sk.ca/docs/midlsoc/gr8/philos8.html EDUC8R www.educ8r.net Education World www.education-world.com 44

Edutopia Online The George Lucas Educational Foundation http://glef.org/index.php English Companion www.englishcompanion.com From Now On: The Educational Technology Journal (questioning strategies) www.fno.org/nov97/toolkit.html Global School Net Graphic Organizers www.gsn.org www.graphic.org/goindex.html Inclusion in Science Education for Students with Disabilities www.as.wvu.edu/~scidis/ Helping Your Students with Homework: A Guide For Teachers http://www.ed.gov/mailinglists/edinfo/archive/msg00356.html Hott Linx: A Link to Differentiated Instruction, includes definitions and model strategies, lessons, units, University of Virginia http://www.hottlinx.org How to Teach the Adolescent Brain! www.ascd.org/xchange/threads/nodes/brain/extjensen.html Kids Online Resources (great math lessons) www.kidsolr.com Kid Source Learn Web www.kidsource.com http://learnweb.harvard.edu/alps/home/index.cfm Module Maker (higher level thinking research modules) http://questioning.org/module/module.html Middle Web www.middleweb.com/currstrategies.html www.middleweb.com/rubricshg.html National Professional Resources, Inc. www.nprinc.com New York Times Learning Network North Central Regional Educational Library www.nytimes.com/learning/ www.ncrel.org Northeast and Islands Regional Educational Laboratory at Brown University www.lab.brown.edu PBS Teacher Source www.pbs.org/teachersource/ Relearning By Design Resource Center (assessment information) 45

www.relearning.org/resources/index.html Schools of California Online Resources for Education www.sdcoe.k12.ca.us/score/actbank/torganiz.htm TC Record Teacher Vision Teacher Net Teach-nology www.tcrecord.org www.teachervision.com/lesson-plans/ www.teachernet.com www.teach-nology.com/tutorials/teaching/differentiate/ The Annenberg CPB Math and Science Project www.learner.org/teacherslab/ The Eisenhower National Clearinghouse for Mathematics and Science Education www.enc.org The Knowledge Loom www.knowledgeloom.org The Learning Strategies Database at Muskingum College www.muskingum.edu/~cal/database/introduction.html Thirteen http://www.thirteen.org/edonline/concept2class/month1/index.html Venn Diagram Wide World www.venndiagram.com http://wideworld.pz.harvard.edu/eng/home/index.cfm MULTICULTURAL EDUCATION African American Literature Links on Multicultural Pavilion http://curry.edschool.virginia.edu/go/multicultural/sites/aframdocs.html African American Resources http://www-bcf.usc.edu/~cmmr/african_american.html American Indian & Alaska Native ERIC/CRESS Resources www.ael.org/eric/indians.htm Asian and Pacific Language and Culture Articles www.ncela.gwu.edu/resabout/culture/index.html Awesome Library www.awesomelibrary.org/classroom/social_studies/multicultural/multicultural.ht ml Bill s Aborigninal Links: Latin America www.bloorstreet.com/300block/aborintl.htm#3 46

Center for Multilingual, Multicultural Research at the University of Southern California www-rcf.usc.edu/~cmmr/ Center for World Indigenous Studies www.cwis.org/wwwvl/indig-vl.html Core Knowledge www.coreknowledge.org/ckproto2/resrcs/index.htm Culture, Diversity, and Multiculturalism Links www.ncela.gwu.edu/links/langcult/multi.htm epals Classroom Exchange www.epals.com Equity and Cultural Diversity http://iume.tc.columbia.edu/eric_archive.asp?show=2&nm=urban Explorer Trails K-5 www.wmht.org/trail/explor02.htm Globe Gate Project for Teachers and Students of Foreign Language http://globegate.utm.edu/ Hispanic, Latino, and Chicano (Spanish) Educational Resources http://www.ncela.gwu.edu/resabout/culture/7_languages/index.html Japanese Information Network www.jinjapan.org KIDLINK www.kidlink.org Latin American Resources for Primary and Secondary Education www.lanic.utexas.edu/la/region/k-12/ Latino Links Maori Culture Multi-Cultural Calendar http://www-rcf.usc.edu/~cmmr/latino.html http:/maori.org.nz/ www.kidlink.org/kidproj/mcc Multiculturalism: Children s Games www.ed.pdx.edu/multi/games.html Multicultural Education www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm Multicultural Education and Ethnic Groups http://wwwlibrary.csustan.edu/lboyer/multicultural/main.htm Multicultural Pavilion: Resources and Dialogues for Equity in Education www.edchange.org/multicultural 47

Multicultural Resources for Children http://falcon.jmu.edu/~ramseyil/multipub.htm Multicultural Lesson Plans and Resources www.cloudnet.com/~edrbsass/edmulticult.htm Native American Resources http://www.usc.edu/isd/archives/ethnicstudies/indian_main.html National Multicultural Interpreter Project www.epcc.edu/community/nmip/welcome.html Teaching Tolerance Organization The Human Languages Page www.tolerance.org/index.jsp www.ilovelanguages.com World Wise Schools http://www.peacecorps.gov/wws/educators/lessons.html Yahoo Society and Culture http://dir.yahoo.com/society_and_culture/holidays_and_observances/ Zhongwen.com Chinese Characters and Culture www.zhongwen.com/m/hello.htm MULTIPLE INTELLIGENCES Dr. Sue Teele and Associates www.sueteele.com Educational Leadership: Teaching For Multiple Intelligences http://www.ascd.org/publications/ed_lead/199709/toc.html EdWeb www.edwebproject.org/edref.mi.intro.html Key Learning Community www.616.ips.k12.in.us/ Penn State University, Educational Systems Design www.ed.psu.edu/insys/esd/gardner/menu.html Project Zero, at the Harvard Graduate School of Education http://pzweb.harvard.edu/default.htm Technology And Multiple Intelligences www.eduscapes.com/tap/topic68.htm Multiple Intelligences Developmental Assessment Scale www.angelfire.com/oh/themidas/ Multiple Intelligences and Learning Styles www.casacanada.com/mulin.html 48

Multiple Intelligences: A Theory for Everyone www.education-world.com/a_curr/curr054.shtml Multiple Intelligences: It's Not How Smart You Are. It's How You're Smart! www.education-world.com/a_curr/curr207.shtml M. I. Internet Links http://web.utk.edu/%7elre4life/milinks.htm Multiple Intelligences for Adult Literacy and Adult Education http://literacyworks.org/mi Tapping Into Multiple Intelligences www.thirteen.org/edonline/concept2class/month1/index.html The Key Learning Community The Gardner School http://glef.org/php/article.php?id=art_957 www.gardnerschool.org The Tool Room: About Howard Gardner Theory of Multiple Intelligences http://www.newhorizons.org/future/creating_the_future/crfut_gardner.html Thomas Armstrong www.thomasarmstrong.com/multiple_intelligences.htm ONLINE PROFESSIONAL DEVELOPMENT ASCD, website of the Association for Supervision and Curriculum Development, has materials, an online course, conferences, etc. www.ascd.org ASCD: Differentiated Instruction, a Series of Online Lessons and a Tutorial http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html STATE AND SUBJECT AREA EDUCATIONAL STANDARDS Developing Educational Standards http://edstandards.org/standards.html TECHNOLOGY RESOURCES Enhancing Learning with Technology www.enhancelearning.ca/differentiating.html Jim Moulton Educational Technology Consulting www.jimmoulton.org Sites for Teachers www.sitesforteachers.com Success for All Students With Technology www.sonoma.edu/users/p/phelan/404/success Teaching via ITV: Taking Instructional Design to the Next Level www.thejournal.com/magazine/vault/a2062.cfm The WebQuest Page http://webquest.sdsu.edu/materials.htm 49

JO S RECOMMENDED BRAIN BASED & DIFFERENTIATED INSTRUCTION PRINT & VIDEO RESOURCES ARTICLES Beverly N. Parke. Challenging Gifted Students in the Regular Classroom. ERIC EC Digest #E513, December, 1992. Sandra L. Berger. Differentiating Curriculum for Gifted Students. ED342175 91, ERIC EC Digest #E510. Tomlinson, Carol Ann. Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. Carol Ann Tomlinson, ERIC EC Digest E536, October, 1995. Tomlinson, Carol Ann. Mapping a Route Toward Differentiated Instruction, ASCD, Volume 57 Number 1, September, 1999. Tomlinson, Carol Ann. Gifted Learners and the Middle School: Problem or Promise? August, 1995, ERIC EC Digest E535 Tomlinson, Carol Ann. Leadership for Differentiated Classrooms. October, 1999. American Association of School Administrators. School Administrators (web edition). AUDIOTAPES Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Alfie Kohn. Port Chester, NY: National Professional Resources, Inc. Connecting Research to Practice: Improving Achievement for Diverse Learners. Vera Blake and Maria Montalvo. Alexandria, VA: ASCD, (#200128) Creating Universal Access Within the Differentiated Classroom. Shirley Filfether and Dan Herlihy. Alexandria, VA: (#202257). Differentiated Curriculum and Assessment for Mixed-Ability Classrooms. Carol Ann Tomlinson. Alexandria, VA: ASCD, (#503290). Also on CD. Differentiated Instruction for Oral Reading In Bilingual Classrooms. Luz Stella Lopez. Alexandria, VA: ASCD, (#503290). Also on CD. 50

Diversity by Design: Differentiation and Integration in Classrooms That Work. Harvey F. Silver. Alexandria, VA: ASCD, (#503263). Also on CD. Providing Leadership for Differentiated Classrooms. Carol Ann Tomlinson. Alexandria, VA: ASCD, (#200084). Teaching Students with High Academic Ability in Mixed-Ability Classrooms. Susan Winebrenner. Alexandria, VA: ASCD. (#299060). BOOKS Armstrong, Thomas. ADD/ADHD Alternatives in the Classroom. Baltimore, MD: Association of Supervision and Curriculum Development (ASCD), 1999. Atwood, Tony. Asperger s Syndrome. Philadelphia, PA: Jessica Kingsley Publishers, 1998. Barrs, Myra, and Sue Pidgeon, eds. Gender and Reading in Elementary Classrooms. York, Maine: Stenhouse Publishers, 1994. Benjamin, Amy, Differentiated Instruction: A Guide for Middle and High School Teachers, New York, NY: Eye on Education, 2002 Brohl, Kathryn. Working with Traumatized Children: A Handbook for Healing. Washington, D.C.: Child Welfare League of America. 1996. Chapman, Carolyn and King, Rita. Test Success In the Brain-Compatible Classroom. Tucson, AZ: Zephyr Press, 2000. Cohen, E. Designing Groupwork: Strategies for the Heterogeneous Classroom. New York, NY: Teachers College Press, 1986. Forsten, Grant, Jim, Hollas, Betty. Differentiated Instruction: Different Strategies for Different Learners. Peterborough, NH: Crystal Springs Books, 2002. Forsten, Grant, Jim, Hollas, Betty. Differentiating Textbooks: Strategies to Improve Student Comprehension & Motivation. Peterborough, NH: Crystal Springs Books, 2003. Goodman, Gretchen. Inclusive Classrooms from A to Z: A Handbook for Educators. Columbus, Ohio: Teachers Publishing Group, 1994. Gregory, Gayle and Chapman, Carolyn, Differentiated Instructional Strategies Thousand Oaks, CA: Corwin Press, Inc., 2002 51

Heacox, Diane. Differentiating Instruction in the Regular Classroom: How to Reach All Learners, Grades 3-12. Minneapolis, MN: Free Spirit Publishing, 2002. Irlen, Helen. Reading by the Colors: Overcoming Dyslexia and Other Reading Disabilities Through the Irlen Method. Garden City Park, N.Y.: Avery Publishing Group Inc., 1991. Kagan, Spencer. Cooperative Learning Resources for Teachers. San Juan Capistrano, CA: Resources for Teachers, 1989. Lipsky, Dorothy Kerzner, & Gartner, Alan. Inclusion: A Service Not A Place A Whole School Approach. Port Chester, NY: Dude Publishing, 2002. Maeda, B. The Multi-Age Classroom: An Inside Look At One Community of Learners. Cypress, CA: Creative Teaching Press, 1994. Marzano, J., Pickering, Debra J.; Pollock, Jane E.; Pollock, Robert; Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, Alexandria, VA: ASCD, 2000. Moll, Anne. Differentiated Instruction Guide for Inclusive Teaching. Port Chester, NY: Dude Publishing, 2003. Parke, Beverly, Gifted Students in Regular Classrooms, Boston: Allyn & Bacon, 1989. Parke, Beverly, Discovering Programs for Talent Development. California: Corwin Press, Inc., 2003 Payne, Ruby. Poverty: A Framework for Understanding and Working with Students and Adults from Poverty. Baytown, TX: RFT Publishing, 1998. Sadker, M., and Sadker, D., & Long, L. Gener and Educational Equality. In J. Banks and C. H. M. Banks. Multicultural Education: Issues and Perspectives (pp. 106-123). Newton, MA: Allyn & Bacon, 1989. Silver, Debbie. Drumming to the Beat of a Different Marcher: Finding the Rhythm for Teaching a Differentiated Classroom. Nashville, TN: Incentive Publications, 2003. Silver, H., Strong, R. and Perini, M. So Each May Learn: Integrating Learning Styles and Multiple Intelligences, Alexandria, VA: ASCD, 2000 Tomlinson, Carol Ann, Brighton, C., Hertberg, H., Callahan, C., Noon, T., Brimijoin, K., Conover, L., & Reynolds, T. Differentiating Instruction in Academically Diverse Classrooms: A Literature Review of Definitions, Rationales, and Underpinnings. Journal for the Education of the Gifted. Manuscript Under Review. 52

Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD, 2002. Tomlinson, Carol Ann and Eidson, Caroline Cunningham. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9. Alexandria, VA: ASCD, 2003 Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003. Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD, 2001. Tomlinson, Carol Ann. Leadership for Differentiating Schools and Classrooms (2 nd ed.). Alexandria, VA: ASCD, 2000 Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners, Alexandria, Virginia: ASCD, 1999. Tomlinson, Carol Anne, Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. The Parallel Curriculum Model: A Design to Develop High Potential and Challenge High-Ability Learners. Thousand Oaks, CA: Corwin Press, 2001. Winebrenner, Susan, Teaching Gifted Kids in the Regular Classroom, Minneapolis: Free Spirit Publishing, 1992. (also an in-service video kit) Winebrenner, Susan, Teaching Kids With Learning Difficulties in the Regular Classroom, Minneapolis: Free Spirit Publishing, 1996. (also an in-service video kit) BRAIN-BASED EDUCATION/BRAIN RESEARCH Jensen, Eric. Brain-Compatible Strategies. Turning Point. San Diego, CA: The Brain Store, 1998. Jensen, Eric. Different Brains, Different Learners: How to Read the Hard to Reach. San Diego, CA: The Brain Store, 2000. Jensen, Eric. Introduction to Brain-Compatible Learning. San Diego, CA: The Brain Store, 1998. Jensen, Eric. Super Teaching. Turning Point. San Diego, CA: The Brain Store, 1998. Jensen, Eric. Teaching With the Brain In Mind. Alexandria, VA: ASCD, 1998. Kovalik, Susan and Karen Olsen. Exceeding Expectations: A Users Guide to Implementing Brain Research In The Classroom. Kent, WA: Books For Educators, 2002. 53

Lazear, David. Seven Ways of Knowing: Teaching for Multiple Intelligences. Palatine, IL: IRI/Skylight Publishing, 1991. Ramirez, M., III, & Casteñeda, A. Cultural Democracy: Bicognitive Development and Education. New York: Academic Press, 1974. Wolfe, Pat. Brain Matters: Translating Brain Research Into Classroom Practice. Alexandria, VA: ASCD, 1996. VIDEOS At Work in the Differentiated Classroom Video Series. (3 videos with a facilitator s guide), Educational Consultant, Carol Ann Tomlinson. Alexandria, Virginia: ASCD, 2001. (#401071) Challenging the Gifted in the Regular Classroom, Alexandria, Virginia: ASCD, 1994. Differentiated Instruction Practice Video Series, ( A Focus on Inclusion, & A Focus on the Gifted ), Port Chester, NY: National Professional Resources, Inc., 2003. Differentiating Instruction Video Series with Facilitator s Guide, and How to Differentiate Instruction Book. Educational Consultant, Carol Ann Tomlinson. Alexandria, Virginia: ASCD, 1997. (#497023) Instructional Strategies for the Differentiated Classroom (4 videos and facilitators guide) (#403330) 54

What is the theory of the multiple intelligences? According Dr. Howard Gardner, a psychologist and Professor at Harvard University Graduate School of Education, an intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings. Gardner claims that all human beings have multiple intelligences, instead of a fixed intelligence based on a standardized or IQ test score. Based on his research at Project Zero, Harvard University, all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. In his book, Frames of Mind, Gardner suggested that each individual possesses seven intelligences. His current research reveals that we may in fact possess at least eight intelligences which we blend in various ways in the course of creating something that is meaningful or performing a meaningful role or task. The eight intelligences are: 1. Verbal-Linguistic The intelligence of the language arts listening, speaking, writing, and reading. Sensitivity to sounds, meanings and rhythms of words. Enjoy telling stories. They think in words. 2. Mathematical Logical Ability to think conceptually and abstractly. Strong problem solvers and ask questions in a sequential logical manner. Manipulate abstract patterns and relationships. 3. Spatial Able to create visual-spatial representations of the world. Capacity to think in images and pictures. Need a mental or physical picture to comprehend information. 4. Musical Sensitive to pitch, rhythm, tone of sounds and respond to the emotional implications of these elements of music. 5. Bodily -Kinesthetic Ability to use one s body to create products or solve problems, make things, and convey ideas and emotions. 6. Interpersonal Ability to work effectively with other people and to recognize and respond appropriately to their goals, motivations, moods, and intentions. Enjoy group work. 7. Intrapersonal Capacity to understand one s own emotions, goals, and intentions. To be self-aware and in tune with one s inner feelings, beliefs and thinking processes. 8. Naturalist Enables human beings to see the natural world from a larger perspective. Capacity to recognize and categorize flora and fauna and make distinctions in the natural world. 55

Furthermore, Gardner concludes that, All human beings possess all eight intelligences Each person has a different intellectual composition Education can be improved by addressing the multiple intelligences of our students There are numerous ways to express oneself, and probably even more ways to gain knowledge and understand the universe. I recommend that we use the Multiple Intelligences Theory as our theoretical FRAMEWORK to help us make research-based curriculum and instruction decisions for our English Language Learners. Implementing a Multiple Intelligences based language acquisition program will provide your English Language Learners opportunities for culturally relevant learning experiences based on their prior knowledge, needs, interests and talents. Your English Language Learners will be more actively involved in their language and literacy learning process, and the outcome will be improved student achievement. The resources that follow will help you develop a brain-based, Multiple Intelligences classroom. Begin by using the Multiple Paths to Success Lesson Plan. This lesson planning format reminds you to teach a concept or skill using a variety of Multiple Intelligences activities. Learn more about the Multiple Intelligences theory by studying the recommended books and videos. Use MI assessment tools to determine the best ways to tailor your curriculum and instruction to meet the individual needs of your students. These resources will help you orchestrate an enriched learning environment where ALL students succeed and reach their highest potential. 56

HAVE A GREAT TIME! MULTIPLE PATHS TO SUCCESS LESSON PLAN TOPIC: STANDARD: CONCEPT: SKILL: MULTIPLE INTELLIGENCES OPPORTUNITIES INTELLIGENCES MI ACTIVITIES TO INTERACT WITH THIS WEEK LINGUISTIC LOGICAL/ MATHEMATICAL SPATIAL MUSICAL BODILY/KINESTHETIC INTERPERSONAL INTRAPERSONAL NATURALIST Jo Gusman, New Horizons In Education, Inc. 57

MULTIPLE INTELLIGENCES THEORY RESOURCES BOOKS Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: ASCD, 1994. (In Spanish and English) Campbell, B. The Multiple Intelligences Handbook. Lesson Plans and More. Stanwood, WA: Campbell & Associates, Inc. 1994. Campbell, L., Campbell, C., & Dickinson, D. Teaching and Learning Through the Multiple Intelligences. Stanwood, WA: New Horizons for Learning, 1992. Chapman, C. & Freeman, L. Multiple Intelligences Centers and Projects. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc., 1996. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books, 1983. Gardner, Howard. Multiple Intelligences: The Theory In Practice. New York: NY: Basic Books, 1991. Gusman, Jo. Multiple Intelligences and the English Language Learner. A Resource Handbook. Sacramento, CA: New Horizons in Education, Inc., 2002. Kagan, S. & Kagan, M. Multiple Intelligences: The Complete MI Book. San Clemente, CA: Kagan Cooperative Learning, 1998. Teele, S. The Multiple Intelligences School: A Place for All Students To Succeed. Redlands, CA: Sue Teele and Associates, 1997. Teele, S. Rainbows of Intelligence. Redlands, CA: Sue Teele and Associates, 1997. 58

ASSESSMENT TOOLS Bellanca, J., Chapman, C. & Swartz, E. Multiple Assessments for Multiple Intelligences. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc., 1994. Lazear, D. Multiple Intelligences Approaches to Assessment. Solving the Assessment Conundrum. Tucson, AZ: Zephyr, 1994. Teele, S. The Teele Inventory of Multiple Intelligences. Redlands, CA: Sue Teele and Associates. 1992. VIDEOS Armstrong, T., Gusman, J., Teele, S. Multiple Intelligences: Discovering the Giftedness in ALL. Port Chester, NY: National Professional Resources, Inc., 1997. (Includes interviews with Dr. Sue Teele, Jo Gusman, and several teachers, administrators and authors who share their views and experiences with the Multiple Intelligences theory.) (Spanish and English version) Gardner, Howard. Optimizing Intelligences: Thinking, Emotion and Creativity. Port Chester, NY: National Professional Resources, Inc., 1998. (Includes interviews with Mihaly Csikszentmihalyi, Daniel Goleman, Peter Salovey, Renilde Montessori, Maurice Elias, Jo Gusman.) (Spanish and English version available) Gardner, H. How Are Kids Smart? Multiple Intelligences in the Classroom. Gloucester, MA: National Professional Resources, Inc., 1995.) (Spanish and English version available) Gusman, Jo. Multiple Intelligences and the Second Language Learner. Port Chester, NY: National Professional Resources, Inc., 1998). (Spanish and English version available) Kagan, S. and Kagan, L. Cooperative Learning and Multiple Intelligences, Elementary, Middle School and High School. Sandy, UT: The LPD Video Journal of Education, 1998. (3 different grade level specific videos) Lazear, D. MI in Action: Your School and the Multiple Intelligences. 5 Video Set. Tucson, AZ: Zephyr Press, 1995. Teele, Sue. Rainbows of Intelligence: Raising Student Performance Through Multiple Intelligences. Port Chester, NY: National Professional Resources, Inc., 2000. (Spanish and English version available) 59

For additional selection of excellent print & video resources for staff development, visit www.nprinc.com Topics include: ADD/ADHD/LD Assessment Assistive Technology Autism/Aspergers Brain Based Learning Bully Prevention Character Education Classroom Management/Discipline Co-Teaching Cooperative Learning Curriculum/Instruction Differentiated Instruction Drug Prevention Early Childhood ELL/ESL/Diversity/Multicultural Emotional Intelligence Gifted Talented/Enrichment Inclusion Intelligences Leadership/Administration Learning Disabilities Literacy Mental Health Mentoring Multiple Intelligences Paraprofessionals Parent Resources Secondary Education Self-Help/Wellness Service Learning Social Emotional Learning Special Education Standards/Testing Technology Training Resources 60