How to Differentiate Instruction in Mixed-ability Classrooms

Front Cover
ASCD, Jan 1, 2001 - Education - 117 pages
12 Reviews
Noting that teachers in mixed-ability classrooms face multiple challenges at every grade level, this book provides guidance for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The principles and strategies included can help teachers address a variety of learning profiles, interests, and readiness levels. The goal of the book is to help teachers determine what differentiated instruction is, why it is appropriate for all learners, how to begin to plan for it, and how to become comfortable enough with student differences to make school comfortable for each learner. Numerous practical examples assist teachers to use instructional strategies such as curriculum compacting, entry points, graphic organizers, contracts, and portfolios. The chapters are: (1) "What Differentiated Instruction Is--And Isn't"; (2) "The Rationale for Differentiated Instruction in Mixed-Ability Classrooms"; (3) "The Role of the Teacher in a Differentiated Classroom"; (4) "The Learning Environment in a Differentiated Classroom"; (5) "A Look Inside Some Differentiated Classrooms"; (6) "Strategies for Managing a Differentiated Classroom"; (7) "Preparing Students and Parents for a Differentiated Classroom"; (8) "The How To's of Planning Lessons Differentiated by Readiness"; (9) "The How To's of Planning Lessons Differentiated by Interest"; (10) "The How To's of Planning Lessons Differentiated by Learning Profile"; (11) "Differentiating Content"; (12) "Differentiating Process"; (13) "Differentiating Products"; and (14)"Grading in a Differentiated Classroom." Appended is a table describing various instructional and management strategies and providing guidelines for their use. A list of resources for further reading completes the book. (Contains 41 references.) (KB)
  

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LibraryThing Review

User Review  - benuathanasia - LibraryThing

There wasn't any new ideas here, it was just a collection of everyone else's research with minimal credit given. Does a good job of explaining the ideas, though. Read full review

Review: How to Differentiate Instruction in Mixed-Ability Classrooms

User Review  - Ariel Uppstrom - Goodreads

I was hoping that I would gain some new skills in ways to use differentiation in my classroom without having to create tons more work for myself. However, this was more about why to use ... Read full review

Selected pages

Contents

What Differentiated Instruction isand isnt
1
The Rationale for Differentiated Instruction in MixedAbility Classrooms
8
The Role of the Teacher in a Differentiated Classroom
16
The Learning Environment in a Differentiated Classroom
21
A Look Inside Some Differentiated Classrooms
27
Strategies for Managing a Differentiated Classroom
32
Preparing Students and Parents for a Differentiated Classroom
39
The How Tos of Planning Lessons Differentiated by Readiness
45
Differentiating Process
79
Differentiating Products
85
Grading in a Differentiated Classroom
93
A Final Thought
97
Appendix A Few Instructional and Management Strategies for Differentiated MixedAbility Classrooms
98
References
107
For Further Reading
109
Index
111

The How Tos of Planning Lessons Differentiated by Interest
52
The How Tos of Planning Lessons Differentiated by Learning Profile
60
Differentiating Content
72
About the Author
117
Copyright

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About the author (2001)

Carol Ann Tomlinson s career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia s Teacher of the Year in 1974. She is professor of educational leadership, foundations, and policy at the University of Virginia s Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirector of the University of Virginia s Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator s guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.

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