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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.
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|
|Grading ina Differentiated Classroom A Final Thought|
|A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms|
|About the Author|
|Table of Contents provided by Publisher. All Rights Reserved.|