How To Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition

$31.95

$25.56 member price join now

For 100 or more copies of a single title call 1-800-933-2723 x5773 or dial direct 1-703-575-5773.

About

We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.

Preface to the Third Edition

Introduction

What Differentiated Instruction Is—And Isn't

The Rationale for Differentiating Instruction in Academically Diverse Classrooms

Thinking About the Needs of Students in a Differentiated Classroom

The Role of the Teacher in a Differentiated Classroom

About the authors

Carol Ann Tomlinson is William Clay Parrish Jr. Professor Emeritus at the University of Virginia's School of Education and Human Development, where she served as Chair of Educational Leadership, Foundations, and Policy and Co-Director of the University's Institutes on Academic Diversity. She spent 21 years in public education, teaching students in high school, preschool, and middle school and administering programs for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. In 2022, Tomlinson was ranked #12 in the Education Week Edu-Scholar Public Presence Rankings of the 200 "university-based academics who are contributing most substantially to public debates about schools and schooling," and as the #4 voice in Curriculum & Instruction.