How to Differentiate Instruction in Mixed Ability Classrooms

Series
Allyn & Bacon
Author
Carol Ann Tomlinson  
Publisher
Pearson
Cover
Softcover
Edition
2
Language
English
Total pages
128
Pub.-date
April 2004
ISBN13
9780131195004
ISBN
013119500X
Related Titles


Product detail

Title no longer available

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.