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

• Detailed ContentsMeet the AuthorPrefaceNew to the Third EditionI. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’TWhat is differentiated instruction?..................................................Definition…………………………………………………What differentiation is not……………………………….Important beliefs and practices…………………………………… Some research to support differentiation…………………………. II. FROM CONTENT TO PROCESS TO PRODUCTContent, or What to Teach………………………………………… Process, or How to Practice…………………………………………. Product, or How to Assess………………………………………… Preparing yourself……………………………………………….. Preparing the students……………………………………………Management issues and ideas……………………………………III. PLANNING A DIFFERENTIATED UNITIdentify what is to be taught (Content…………………………..Pre-assess students’ needs and capabilities……………………… Choose the form(s) of assessment to use (Product)……………..Decide on the method of presentation…………………………..Classroom environment………………………………………… Select a variety of learning strategies (Process)………………….Sample units………………………………………………………IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and ListeningLow-prep and high-prep activities list…………………………... Activities listed by proficiency levels…………………………...Tic-tac-toe for description of people……………………Vocabulary………………………………………………………Speaking/Listening………………………………………………V. Ideas Smorgasbord: ReadingPre-reading ……………………………………………………….Reading …………………………………………………………..Post-reading ……………………………………………………… Post-reading projects……………………………………List: Everyday Texts…………………………………………….VI: Ideas Smorgasbord: Writing and ReviewWriting……………………………………………………………Review……………………………………………………………List: ABCs of Products…………. …………………………….VII. Differentiated Assessment Formal and Informal…………………………………………….Use choice ………………………………………………….……Use context………………………………………………………Use variety………………………………………………….……Managing grades…………………………………………….…..VIII. Reflections on DifferentiationGuidelines……………………………………………………..Graphics…………………………………………………………Support Systems…………………………………………………..Frequently Asked Questions and Answers……………………….APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS……APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS……………………………………………….APPENDIX C: STANDARDS REFERENCED IN THIS BOOK………Bibliography………………………………………………………………

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

• Detailed ContentsMeet the AuthorPrefaceNew to the Third EditionI. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’TWhat is differentiated instruction?..................................................Definition…………………………………………………What differentiation is not……………………………….Important beliefs and practices…………………………………… Some research to support differentiation…………………………. II. FROM CONTENT TO PROCESS TO PRODUCTContent, or What to Teach………………………………………… Process, or How to Practice…………………………………………. Product, or How to Assess………………………………………… Preparing yourself……………………………………………….. Preparing the students……………………………………………Management issues and ideas……………………………………III. PLANNING A DIFFERENTIATED UNITIdentify what is to be taught (Content…………………………..Pre-assess students’ needs and capabilities……………………… Choose the form(s) of assessment to use (Product)……………..Decide on the method of presentation…………………………..Classroom environment………………………………………… Select a variety of learning strategies (Process)………………….Sample units………………………………………………………IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and ListeningLow-prep and high-prep activities list…………………………... Activities listed by proficiency levels…………………………...Tic-tac-toe for description of people……………………Vocabulary………………………………………………………Speaking/Listening………………………………………………V. Ideas Smorgasbord: ReadingPre-reading ……………………………………………………….Reading …………………………………………………………..Post-reading ……………………………………………………… Post-reading projects……………………………………List: Everyday Texts…………………………………………….VI: Ideas Smorgasbord: Writing and ReviewWriting……………………………………………………………Review……………………………………………………………List: ABCs of Products…………. …………………………….VII. Differentiated Assessment Formal and Informal…………………………………………….Use choice ………………………………………………….……Use context………………………………………………………Use variety………………………………………………….……Managing grades…………………………………………….…..VIII. Reflections on DifferentiationGuidelines……………………………………………………..Graphics…………………………………………………………Support Systems…………………………………………………..Frequently Asked Questions and Answers……………………….APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS……APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS……………………………………………….APPENDIX C: STANDARDS REFERENCED IN THIS BOOK………Bibliography………………………………………………………………