The Differentiated Classroom: Responding to the Needs of All Learners

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Association for Supervision and Curriculum Development, Jan 1, 1999 - Education - 132 pages
17 Reviews
This book offers a solution to teachers who work with students of diverse backgrounds, readiness and skill levels, and interests. The book describes a way of thinking about teaching and learning called differentiated instruction. Differentiated instruction means that teachers begin where students are rather than the front of a curriculum guide, and they accept and build upon the premise that learners differ in important ways. The 10 chapters focus on the following: (1) "What is a Differentiated Classroom?" (2) "Elements of Differentiation," (3) "Rethinking How We Do School--and for Whom," (4) "Learning Environments that Support Differentiated Instruction," (5) "Good Instruction as a Basis for Differentiated Teaching," (6) "Teachers at Work Building Differentiated Classrooms," (7)"Instructional Strategies that Support Differentiation," (8) "More Instructional Strategies to Support Differentiation," (9) "How Do Teachers Make it all Work?" and (10) "When Educational Leaders Seek Differentiated Classrooms." Three of the chapters describe actual lessons, units, and classrooms with differentiated instruction in action, examining elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differentiation into a reality. An appendix presents two models to guide differentiated instruction. (Contains 84 references.) (SM)

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Review: Differentiated Classroom: Responding to the Need of All Learners

User Review  - Erin Hector - Goodreads

Although this was a requirement to read, I enjoyed learning about different strategies to help children learn. It will be a very useful tool in the near future. Read full review

Review: The Differentiated Classroom: Responding to the Needs of All Learners

User Review  - Ronni - Goodreads

Pretty good. Added to how I think about differentiation by addressing philosophical underpinnings and practical approaches. Read full review

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About the author (1999)

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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