Summary of the differentiated classroom by tomlinson

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summary of the differentiated classroom by tomlinson

Differentiated Classroom: Responding to the Need of All Learners by Carol Ann Tomlinson

Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why its so important to todays children. Yet she offers much more than theory, filling the pages with real-life examples of teachers and students using-and benefitting from-differentiated instruction.
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Carol Ann Tomlinson: The Differentiated Classroom, 2nd Edition

Carol Ann Tomlinson, one of the foremost researchers of the heterogeous classroom and differentiated instruction, shares that differentiated.
Carol Ann Tomlinson

Differentiated Classroom, The: Responding to the Needs of All Learners

You can use the study guide after you have read the book or as you read each chapter. The questions provided are not meant to cover all aspects of the book but rather to address specific ideas that might warrant further reflection. Many of the questions you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read or are reading The Differentiated Classroom. Take a look at the quote from John Hattie that appears on page 1. To what degree does his statement capture the experience of students in your school?

View larger. Chapter 1. Pearson offers special pricing when you package your text with other student resources. If you're interested in creating a cost-saving package for your students, contact your Pearson rep. 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. 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.

This review is from a special education perspective, and in particular from a higher education perspective in a special education pre-service program. Moon is a concise, practical, high quality and clearly articulated analysis of the role of assessment in differentiated classrooms. It would serve as an excellent resource for university teacher pre-service programs as well as for district-level professional learning community PLC book study. T he text addresses an overview of the five essential elements of differentiation learning environment, curriculum, assessment, instruction, and classroom leadership and management. Tomlinson and Moon offer the medical analogy regarding the importance of an accurate diagnosis as the basis for prescriptive planning. Throughout the book the authors provide definitions, many clear examples, scenarios and graphic organizers of assessment differentiation issues and strategies across the core content areas: English language arts, mathematics, social studies and science. Their examples reflect elementary, middle and high school standards, and they reference common concerns in teaching English language learners and students with IEPs.

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Note that differentiation relates more to addressing students' different phases of learning from novice to capable to proficient rather than merely providing different activities to different groups of students. Differentiation of instruction is often misconstrued. It would be handy to represent differentiation as simply instructional decision making through which a teacher creates varied learning options to address students' diverse readiness levels, interests, and learning preferences. Although that approach is attractive because it simplifies teacher thinking, administrator feedback, and professional development design, it is ineffective and potentially dangerous. To see differentiation as an isolated element reduces teaching to a series of disconnected components that function effectively apart from the whole.

Although much has changed in schools in recent years, the power of differentiated instruction remains the same--and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners.

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  1. Letemimea says:

    Tomlinson, Differentiated Classroom, The: Responding to the Needs of All Learners | Pearson

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