The Differentiated School: Making Revolutionary Changes in Teaching and Learning

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ASCD, 2008 - Education - 239 pages
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While there are lots of books with information on why and how to differentiate instruction, here at last is a book that gets to the heart of why some efforts to differentiate flop while others lead to sweeping, positive results. When it's your job to support differentiated instruction in a single school or systemwide, you need the guidance from these leading experts who've distilled what they've learned in helping successful schools through the change process, including: (1) Fifteen common misconceptions about differentiation; (2) Eight nonnegotiables that are essential to the implementation of differentiated instruction; (3) Ten factors that contribute to failure to change classroom practice; (4) Eight leadership lessons for accomplishing the change process; (5) Forms, survey, and checklists for monitoring and evaluating the change toward differentiation; and (6) Ten characteristics of staff development practices that support differentiated instruction. Bad advice and common pitfalls could doom efforts to differentiate instruction, however this practical guide with real-world advice straight from successful schools could assist in producing positive outcomes.
 

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self serving, don't waste your money

Contents

1Setting the Stage for Change Toward Differentiation
1
2Leadership for Change Toward Differentiation
21
3The Nature of Professional Development for ChangeToward Differentiation
41
4The Content of Professional Development for ChangeToward Differentiation
65
5Monitoring and Evaluating ChangeToward Differentiation
108
6Snapshots of the Change Processat Conway Elementary School
143
7Snapshots of the Change Processat Colchester High School
162
Looking Back and Ahead
180
Appendix C Example of Feedback Provided by the Colchester Teacher Liaison to Colleagues
206
Appendix D Example of a KUD Lesson Planning Format at Colchester High School
212
Appendix E Sample Faculty Survey About Progress on Differentiation at Conway Elementary School
215
Appendix F Example of an Exit Card Used to Monitor Professional Developmentat Colchester High School
217
Appendix G Sample Colchester Student Surveys to Monitor Understanding of Differentiation and Its Effects on Students
219
Appendix H Example Letter Showing Colchester Principals Communication
223
References
226
Index
229

Appendixes
189
Appendix A Example of a Coaching Session with the Conway Principal and a New Teacher
191
Appendix B The Evolution of a Deep Understanding of Differentiationat Conway Elementary School
202
About the Authors
237
Copyright

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About the author (2008)

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.

Kay Brimijoin is currently associate professor and chair of the Education Department at Sweet Briar College in central Virginia, where she helped launch a master s program in differentiated curriculum and instruction and teaches courses on curriculum and instruction, assessment, literacy development, and student teaching. After 20 years of K-12 classroom teaching experience and school administration, Brimijoin completed her PhD in educational psychology with concentrations in gifted education and curriculum and instruction at the University of Virginia. She has received awards on curriculum design, research and evaluation, and distinguished dissertation work from the National Association for Gifted Children. She co-authored "The Differentiated School" in 2008 (ASCD) and a unit in "Differentiation in Practice: Grades 9-12 i"n 2005 (ASCD). Brimijoin has authored numerous articles and co-authored a 2003 review of the literature supporting differentiation. From 2000-2006 Brimijoin was a member of the ASCD Differentiation Faculty Cadre and continues to consult with schools across the country on differentiation, curriculum design, gifted education, and teacher education.

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