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How to Differentiate Instruction in Mixed-Ability Classrooms.
"Curiosity and inspiration are powerful catalysts for learning." In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers c...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Alexandria :
Association for Supervision & Curriculum Development,
2001.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Tomlinson, Carol Ann. | |
| 245 | 1 | 0 | |a How to Differentiate Instruction in Mixed-Ability Classrooms. |
| 260 | |a Alexandria : |b Association for Supervision & Curriculum Development, |c 2001. | ||
| 300 | |a 1 online resource (128 pages) | ||
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| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover -- Title Page -- Copyright -- Table of Contents -- Foreword to the 2nd Edition -- Introduction -- Chapter 1: What Differentiated Instruction Is�and Isn't -- Chapter 2: The Rationale for Differentiated Instruction in Mixed-Ability Classrooms -- Chapter 3: The Role of the Teacher in a Differentiated Classroom -- Chapter 4: The Learning Environment in a Differentiated Classroom -- Chapter 5: A Look Inside Some Differentiated Classrooms -- Chapter 6: Strategies for Managing a Differentiated Classroom | |
| 505 | 8 | |a Chapter 7: Preparing Students and Parents for a Differentiated ClassroomChapter 8: The How To�s of Planning Lessons Differentiated by Readiness -- Chapter 9: The How To�s of Planning Lessons Differentiated by Interest -- Chapter 10: The How To�s of Planning Lessons Differentiated by Learning Profile -- Chapter 11: Differentiating Content -- Chapter 12: Differentiating Process -- Chapter 13: Differentiating Products -- Chapter 14: Grading in a Differentiated Classroom -- A Final Thought | |
| 505 | 8 | |a Appendix: A Few Instructional and Management Strategies for Differentiated, Mixed-Ability ClassroomsReferences -- For Further Reading -- Index -- About the Author -- Related ASCD Resources: Differentiated Instruction -- About ASCD -- Search this Book | |
| 504 | |a Includes bibliographical references (pages 107-110) and index. | ||
| 520 | |a "Curiosity and inspiration are powerful catalysts for learning." In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity. In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide "scaffolds"--As well as high-speed elevators-for . The content of lessons, . The processes used in learning, and . The products of learning. Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum compacting, "sidebar" investigations, entry points, graphic organizers, contracts, and portfolios. As Tomlinson says, "Differentiation challenges us to draw on our best knowledge of teaching and learning. It suggests that there is room for both equity and excellence in our classrooms." | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Mixed ability grouping in education |z United States. | |
| 650 | 0 | |a Learning ability. | |
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| 650 | 7 | |a Learning ability |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Tomlinson, Carol Ann. |t How to Differentiate Instruction in Mixed-Ability Classrooms. |d Alexandria : Association for Supervision & Curriculum Development, ©2001 |
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