How to Differentiate Instruction in Academically Diverse Classrooms

Front Cover
ASCD, Mar 22, 2017 - Education - 186 pages

First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school.

Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn

  • What differentiation is and why it's essential
  • How to set up the flexible and supportive learning environment that promotes success
  • How to manage a differentiated classroom
  • How to plan lessons differentiated by readiness, interest, and learning profile
  • How to differentiate content, process, and products
  • How to prepare students, parents, and yourself for the challenge of differentiation

We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.

 

Selected pages

Contents

What Differentiated Instruction Isand Isnt
1
The Rationale for Differentiating Instruction in Academically Diverse Classrooms
12
Thinking About the Needs of Students in a Differentiated Classroom
19
The Role of the Teacher in a Differentiated Classroom
34
The Learning Environment in a Differentiated Classroom
43
A Look Inside Some Differentiated Classrooms
54
Strategies for Managing a Differentiated Classroom
62
Preparing Students and Parents for a Differentiated Classroom
73
Planning Lessons Differentiated by Interest
95
Planning Lessons Differentiated by Learning Profile
110
Differentiating Content
124
Differentiating Process
133
Differentiating Products
142
Grading in a Differentiated Classroom
157
References
173
Copyright

Planning Lessons Differentiated by Readiness
83

Other editions - View all

How to Differentiate Instruction in Academically Diverse Classrooms
Carol A. Tomlinson
Limited preview - 2017
How to Differentiate Instruction in Academically Diverse Classrooms, Third ...
Carol Ann Tomlinson
Limited preview - 2017

Common terms and phrases

activities advanced learners apply approaches appropriate assessment assignment become begin better build centers challenge choices comfortable complex create culture curriculum designed develop differentiated classroom differentiated instruction directions discussion effective elements engage ensure example expectations experiences explore express feel Figure focus give goals grade growth help students ideas important independence individual interest it’s knowledge language learners learning learning profile less lesson levels look match materials math means move multiple offer opportunities options parents particular peers performance planning points possible practice preferences present problems questions readiness reading reflect require response sense share skills Sometimes specified strategies struggling success tasks teacher teaching things topic understand unit varied whole writing

About the author (2017)

Carol Ann Tomlinson is William Clay Parrish, Jr. Professor, Chair of Educational Leadership, Foundations and Policy, and Co-director of the Institutes on Academic Diversity at the Curry School of Education, University of Virginia. Her university career follows a 20-year career as a public school teacher and a leader of district programs for both struggling and advanced learners. She and her colleagues developed a model for what we now call differentiated instruction in their work with heterogeneous 7th grade classrooms. Tomlinson was Virginia's Teacher of the Year in 1974 and won an All-University Teaching Award in 1994. The author of more than 300 publications, she works throughout the United States and internationally with educators who want to create classrooms that are more responsive to a broad range of learners.

Bibliographic information

TitleHow to Differentiate Instruction in Academically Diverse Classrooms
AuthorCarol Ann Tomlinson
Edition3
PublisherASCD, 2017
ISBN1416623337, 9781416623335
Length186 pages
Subjects ›  › 

Education / Professional Development
Education / Special Education / General
Education / Teaching / General
  
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