Description
For education courses in Educational Psychology, Advanced Educational Psychology, Differentiated Instruction, Inclusion/Mainstreaming, Mild/Moderate Disabilities Methods, or General Methods (K-12).
This brief Merrill/ASCD text provides guidance, principles, and strategies for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The text will help educators understand 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 in the classroom.
Features
Three new chapters, extended examples, and field-tested strategies--aid teachers to successfully instruct the many diverse learners they will encounter in the classroom.
Content includes learning centers, hands-on activities, contracts, and investigative projects--provides proven ideas for teachers on how to match instructional approaches to the readiness, interest, and talents of all students.
New ways of structuring lessons to provide "scaffolds" for the lesson content, the procedures used in learning, and the products of learning are discussed in depth and help teachers stay abreast of the latest in the field.
Table of Contents
Introduction
Chapter One: What Differentiated Instruction Is--And Isn't
Chapter Two: The Rationale for Differentiated Instruction in Mixed-Ability Classrooms
Chapter Three: The Role of the Teacher in a Differentiated Classroom
Chapter Four: The Learning Environment in a Differentiated Classroom
Chapter Five: A Look Inside Some Differentiated Classrooms
Chapter Six: Strategies for Managing a Differentiated Classroom
Chapter Seven: Preparing Students and Parents for a Differentiated Classroom
Chapter Eight: The How To's of Planning Lessons Differentiated by Readiness
Chapter Nine: The How To's of Planning Lessons Differentiated by Interest
Chapter Ten: The How To's of Planning Lessons Differentiated by Learning Profile
Chapter Eleven: Differentiating Content
Chapter Twelve: Differentiating Process
Chapter Thirteen: Differentiating Products
Chapter Fourteen: Grading in a Differentiated Classroom
A Final Thought
Appendix: A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms
References
Further Reading
Index
About the Author
Author
Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at Curry School of Education, University of Virginia.
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