The Differentiated Classroom: Responding to the Needs of All Learners / Edition 2

by Carol Ann Tomlinson

Overview

Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased.

Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests.

With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners.

This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.

Product Details

ISBN-13:	9781416618607
Publisher:	ASCD
Publication date:	05/25/2014
Pages:	197
Sales rank:	90,015
Product dimensions:	7.80(w) x 9.80(h) x 0.70(d)

About the Author

Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at The Curry School of Education, University of Virginia. Tomlinson works with teachers throughout the United States and Canada toward establishing more effectively differentiated classrooms, and is Co-Director of the University of Virginia's Summer Institute on Academic Diversity. She is also Secretary of the Executive Board of the National Association for Gifted Children.

Tomlinson's research interests include differentiated instruction in the middle school, use of multiple intelligences approaches with high-risk and high-potential primary grade learners, and practices of preservice teachers related to academic diversity. She has written many articles, book chapters, and staff development materials that blend classroom and research insights.

Tomlinson's experience includes 21 years as a public school teacher, working with preschoolers, middle school students, and high school students. She has taught English, language arts, German, and history. Tomlinson has administered district, level programs for struggling and advanced learners and was Virginia's Teacher of the Year in 1974.

Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations and Policy, Curry School of Education, University of Virginia, Room 179 Ruffner Hall, 405 Emmet St. S., Charlottesville, VA 22903-2494. Phone: [phone].

Table of Contents

Preface to the Second Edition

Chapter 1: What Is a Differentiated Classroom?

Chapter 2: The Underpinnings of Differentiation

Chapter 3: Rethinking How We Do School—and for Whom

Chapter 4: Learning Environments That Support Differentiated Instruction

Chapter 5: Good Curriculum as a Basis for Differentiation

Chapter 6: Teachers at Work Building Differentiated Classrooms

Chapter 7: Instructional Strategies That Support Differentiation

Chapter 8: More Instructional Strategies to Support Differentiation

Chapter 9: How Do Teachers Make It All Work?

Chapter 10: Education Leaders as Catalysts for Differentiated Classrooms

A Final Thought

Appendix: Tools to Guide Planning for Differentiated Instruction

Bibliography

Index

About the Author