How to Differentiate Instruction in Mixed-ability ClassroomsNoting 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) |
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 |
| 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 |
Other editions - View all
How to Differentiate Instruction in Mixed-ability Classrooms Carol Ann Tomlinson No preview available - 2005 |
Common terms and phrases
activities advanced learners allow approach appropriate assessment assignment become begin build centers challenge chapter choices clear comfortable compacting complete concepts create culture curriculum dents develop Differentiate Instruction differentiated classroom directions effective elements engage ensure essential example experience explore express feel Figure flexible focus give given goals grade growth hard ideas important independence individual Instruction IN Mixed-Ability interest keep knowledge language learning profile Lessons look match materials math means Mixed-Ability Classrooms move offers options organizers parents peers powerful practice preferences present principles problem product assignments progress questions readiness reading require response sense share skills Sometimes strategies struggling success talk tasks teacher teaching things tion topic understand unit varied writing
Bibliographic information
| Title | How to Differentiate Instruction in Mixed-ability Classrooms Merrill education/ASCD college textbook series Professional Development Series |
| Author | Carol A. Tomlinson |
| Edition | illustrated, reprint |
| Publisher | ASCD, 2001 |
| ISBN | 0871205122, 9780871205124 |
| Length | 117 pages |
| Export Citation | BiBTeX EndNote RefMan |