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How to Differentiate Instruction in Mixed Ability Classrooms



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This is the 2nd edition with a publication date of 4/27/2004.

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  • How to Differentiate Instruction
    How to Differentiate Instruction


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 strategiesfor 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.

Author Biography

Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at Curry School of Education, University of Virginia.

Table of Contents

What Differentiated Instruction Is--And Isn't
The Rationale for Differentiated Instruction in Mixed-Ability Classrooms
The Role of the Teacher in a Differentiated Classroom
The Learning Environment in a Differentiated Classroom
A Look Inside Some Differentiated Classrooms
Strategies for Managing a Differentiated Classroom
Preparing Students and Parents for a Differentiated Classroom
The How To's of Planning Lessons Differentiated by Readiness
The How To's of Planning Lessons Differentiated by Interest
The How To's of Planning Lessons Differentiated by Learning Profile
Differentiating Content
Differentiating Process
Differentiating Products
Grading ina Differentiated Classroom A Final Thought
A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms
Further Reading
About the Author
Table of Contents provided by Publisher. All Rights Reserved.

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