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The Differentiated Classroom Responding to the Needs of All Learners

by
Edition:
1st
ISBN13:

9780131195028

ISBN10:
0131195026
Format:
Paperback
Pub. Date:
4/27/2004
Publisher(s):
Pearson

Questions About This Book?

What version or edition is this?
This is the 1st edition with a publication date of 4/27/2004.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.

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Summary

For education courses in Educational Psychology, Advanced Educational Psychology, Differentiated Instruction, Inclusion/Mainstreaming, Mild/Moderate Disabilities Methods, or General Methods (K-12). In this brief Merrill/ASCD text, the leading authority on differentiation explains the most effective classroom-proven approaches for teachers to use in order to meet the instructional needs of every learner in any grade level. the author introduces vivid classroom examples of real teachers using differentiated instruction to effectively show readers what, how and why to differentiate instruction.

Author Biography

Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at The Curry School of Education, University of Virginia. Tomlinson works with teachers throughout the United States and Canada toward establishing more effectively differentiated classrooms, and is Co-Director of the University of Virginia's Summer Institute on Academic Diversity. She is also Secretary of the Executive Board of the National Association for Gifted Children.

Tomlinson's research interests include differentiated instruction in the middle school, use of multiple intelligences approaches with high-risk and high-potential primary grade learners, and practices of preservice teachers related to academic diversity. She has written many articles, book chapters, and staff development materials that blend classroom and research insights.

Tomlinson's experience includes 21 years as a public school teacher, working with preschoolers, middle school students, and high school students. She has taught English, language arts, German, and history. Tomlinson has administered district, level programs for struggling and advanced learners and was Virginia's Teacher of the Year in 1974.

Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations and Policy, Curry School of Education, University of Virginia, Room 179 Ruffner Hall, 405 Emmet St. S., Charlottesville, VA 22903-2494. Phone: (804) 924-7161.

Table of Contents

What Isa Differentiated Classroom?
Elements of Differentiation
Rethinking How We Do School--and for Whom
Learning Environments That Support Differentiated Instruction
Good Instruction as a Basis for Differentiated Teaching
Teachers at Work Building Differentiated Classrooms
Instructional Strategies That Support Differentiation
More Instructional Strategies to Support Differentiation
How Do Teachers Make It All Work?
When Educational Leaders Seek Differentiated Classrooms A Final Thought
Appendix:Two Models to Guide Differentiated Instruction
Bibliography
Index
About the Author
Table of Contents provided by Publisher. All Rights Reserved.


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