How To Differentiate Instruction In Mixed Ability Classrooms by Carol Ann Tomlinson

How To Differentiate Instruction In Mixed Ability Classrooms

byCarol Ann Tomlinson

Paperback | April 27, 2004

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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.

About The Author

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

Details & Specs

Title:How To Differentiate Instruction In Mixed Ability ClassroomsFormat:PaperbackDimensions:128 pages, 9.8 × 7.8 × 0.3 inPublished:April 27, 2004Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:013119500X

ISBN - 13:9780131195004

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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