Resources on Differentiation and Related Topics

Aronson, E., Blaney, N., Stephin, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage Publications.

Asher, J. (2000). Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks Productions.

Ball, W., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education.

Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas. Aurora, CO: Mid-continent Regional Educational Laboratory.

Black, H., & Black, S. (1990). Organizing thinking: Book one. Pacific Grove, CA: Critical Thinking Press & Software.

Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.). Newark, DE: International Reading Association.

Burke, J. (2002). Tools for thought: Graphic organizers for your classroom. Portsmouth, NH: Heinemann.

Campbell, L., Campbell, C., & Dickinson, D. (1996). Teaching and learning through multiple intelligences. Needham Heights, MA: Allyn & Bacon.

Carreiro, P. (1998). Tales of thinking: Multiple intelligences in the classroom. York, ME: Stenhouse Publishers.

Cohen, E. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.

Cohen, E., & Benton, J. (1988). Making groupwork work. American Educator, 12(3), 10–17, 45–46.

Cole, R. (Ed.). (2001). More strategies for educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.

Cone, J. (1992, May). Untracking advanced placement English: Creating opportunities is not enough. Phi Delta Kappan, 73(9), 712–717.

Darling-Hammond, L., Ancess, J., & Ort, S. (2002, Fall). Reinventing high school: Outcomes from the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 639–673.

Davis, G. A. (1998). Creativity is forever (4th ed.). Dubuque, IA: Kendall/Hunt Publishing.

Erickson, H. (2002). Concept-based curriculum and instruction: Teaching beyond the facts (2nd ed.). Thousand Oaks, CA: Corwin Press.

Gamoran, A. (2003). Tracking and the literacy achievement gap. Retrieved 08/05/03 from cela.albany.edu/newslet/spring03/tracking.htm.

Gardner, H. (1991). The unschooled mind. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gardner, H. (1995, November). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200–203, 206–208.

Gartin, B., Murdick, N., Imbeau, M., & Perner, D. (2003). Differentiating instruction for students with developmental disabilities in inclusive classrooms. Arlington, VA: Council for Exceptional Children.

Good, E. P. (1987). In pursuit of happiness: Knowing what you want, getting what you need. Chapel Hill, NC: New View Publications.

Hyerle, D. (2000). A field guide to using visual tools. Alexandria, VA: Association for Supervision and Curriculum Development.

Johnston, C., & Orwig, C. J. (1999). Your learning style and language learning [electronic publication]. Available: www.sil.org/LinguaLinks/Language Learning/OtherResources/YorLrnngStylAndLnggLrnng/contents.htm.

Kiernan, L. (Producer). (1997). Differentiating instruction [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Kiernan, L. (Producer). (2001). At work in the differentiated classroom [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Kiernan, L. (Producer). (2001). A visit to a differentiated classroom [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Kiernan, L. (Producer). (2003). Instructional strategies for the differentiated classroom, part 1 [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Kiernan, L. (Producer). (2004). Instructional strategies for the differentiated classroom, part 2 [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp. 109–113). College Park, MD: University of Maryland Press.

Lyman, F. (1992). Think-Pair-Share, Thinktrix, Thinklinks, and Weird Facts: An interactive system for cooperative thinking. In N. Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning (pp. 169–181). New York: Teachers College Press.

Marx, G. (2000). Ten trends: Educating children for a profoundly different future. Arlington, VA: Educational Research Service.

Millis, B. J., & Cotell, P. G., Jr. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

Moeller, V., & Moeller, M. (2002). Socratic seminars and literature circles for middle and high school English. Larchmont, NY: Eye on Education.

National Association of Secondary School Principals. (2004). Breaking ranks II: Strategies for leading high school reform. Reston, VA: Author.

National Board for Professional Teaching Standards. Five core propositions. Retrieved 02/21/04 from www.nbpts.org/coreprops.cfm.

Nottage, C., & Morse, V. (2000). Independent investigation method: A 7-step method of student success in the research process. Kingston, NH: Active Learning Systems.

Parks, S., & Black, H. (1992). Organizing thinking: Book two. Pacific Grove, CA: Critical Thinking Press & Software.

Perry, T., Steele, C., & Hilliard, A. G. (2003). Young, gifted, and black: Promoting high achievement among African-American students. Boston: Beacon Press.

Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Roberts, T. (1996). The Paideia seminar: Guide and workbook. Chapel Hill, NC: New View.

Sarason, S. (1990). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass.

Schlick Noe, K. L. (2005). Literature circles resource center [Web site]. Available: fac-staff.seattleu.edu/kschlnoe/LitCircles/Extension/extension.html.

Sharan, S. (Ed.). (1999). Handbook of cooperative learning methods (2nd ed.). Westport, CT: Greenwood Press.

Sizer, T. (1992). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Sternberg, R. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking Press.

Sternberg, R. (1997, March). What does it mean to be smart? Educational Leadership, 54(6), 20–24.

Strachota, B. (1996). On their side: Helping children take charge of their learning. Greenfield, MA: Northeast Society for Children.

Strong, M. (1996). The habit of thought: From Socratic seminars to Socratic practice. Chapel Hill, NC: New View Publications.

Taba, H. (1971). A teacher's handbook to elementary social studies; an inductive approach (2nd ed.). Reading, MA: Addison Wesley.

Tomlinson, C. (1995, Spring). Deciding to differentiate instruction in middle school: One school's journey. Gifted Child Quarterly, 39(2), 77–87.

Tomlinson, C. (1996). Differentiating instruction for mixed-ability classrooms: An ASCD professional inquiry kit. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1998, November). For integration and differentiation choose concepts over topics. Middle School Journal, 30(2), 3–8.

Tomlinson, C. (1999a). Leadership for differentiated classrooms. The School Administrator, 9(56) 6–11.

Tomlinson, C. (1999b). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1999c, September). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12–16.

Tomlinson, C. (2000, September). Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58(1), 6–11.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., & Eidson, C. C. (2003a). Differentiation in practice: A resource guide for differentiating curriculum, grades K–5. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., & Eidson, C. C. (2003b). Differentiation in practice: A resource guide for differentiating curriculum, grades 5–9. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., & Kalbfleisch, L. (1998, November). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52–55.

Tomlinson, C., Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. (2001). The parallel curriculum: A design to develop high potential and challenge high-ability learners. Thousand Oaks, CA: Corwin Press.

Tomlinson, C., & McTighe, J. (in press). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., Moon, T., & Callahan, C. (1998, January). How well are we addressing academic diversity in the middle school? Middle School Journal, 29(3), 3–11.

Tompkins, G. (1998). 50 literacy strategies step by step. Upper Saddle River, NJ: Prentice Hall.

Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Winebrenner, S. (1992). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publications.

Winebrenner, S. (1996). Teaching kids with learning difficulties in the regular classroom: Strategies and techniques every teacher can use to challenge and motivate struggling students. Minneapolis, MN: Free Spirit Publications.

Exemplars K–12 (www.exemplars.com) is a source for standards-based, tiered lessons with rubrics and student examples in mathematics, science, reading, writing, and research skills. Contact Exemplars, 271 Poker Hill Road, Underhill, VT, 05489.

HOTT LINX (www.hottlinx.org) is an online source for differentiated units, lessons, and instructional strategies, K–12.