Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12

Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12

Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12

Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12

Synopsis

Join Carol Ann Tomlinson and Cindy A. Strickland in the continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the high school grades, but applicable at all levels, Differentiation in Practice, Grades 9?12, will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Inside, you'll find?Annotated lesson plans for differentiated units in English, mathematics, history, science, art, and world languages. ?Samples of differentiated product assignments, learning contracts, rubrics, and homework handouts.'An overview of the non-negotiables in differentiated classrooms and guidelines for using the book as a learning tool.'An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners.

Excerpt

This book is part of a series of ASCD publications on differentiating instruction. Each is designed to play a particular role in helping educators think about and develop classrooms that attend to learner needs as they guide learners through a curricular sequence.

How to Differentiate Instruction in MixedAbility Classrooms (Tomlinson, 2001) explains the basic framework of differentiation. Such a framework allows teachers to plan in consistent and coherent ways. The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999b) elaborates on the framework and describes classroom scenarios in which differentiation is taking place. Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching (Tomlinson, 2003) explores the connection between affect and cognition in teaching and learning. It also provides examples of and tools for developing differentiated classrooms in which teachers link affect and cognition. A fourth book, Leadership for Differentiating Schools and Classrooms (Tomlinson & Allan, 2000), discusses how to use what we know about change in schools with goals of differentiation and seeks to provide guidance for educational leaders who want to be a part of promoting and supporting responsive instruction.

In addition to these books, an ASCD Professional Inquiry Kit called Differentiating Instruction for Mixed-Ability Classrooms (Tomlinson, 1996) guides educators, in an inductive manner, to explore and apply key principles of differentiation. Five video programs, all produced by Leslie Kiernan and ASCD, give progressively expansive images of how differentiation actually looks in the classroom. Differentiating Instruction (1997) shows brief applications of differentiating content, process, and products according to student readiness, interest, and learning profile in primary, elementary, middle, and high school classrooms. It also illustrates a number of instructional strategies used for purposes of differentiating or modifying instruction. A three-video set, At Work in the Differentiated Classroom (2001), shows excerpts from a monthlong unit in a middle school classroom as a means of exploring essential principles of differentiation, examines management in differentiated . . .

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