Most educators want to provide appropriate instruction for the diverse learning needs of their students, however moving from theory to practice can stymie both novice and experienced teachers. The ...author shows middle- and secondary-level teachers how to plan a differentiated lesson from start to finish, detailing the steps to take before, during, and after to deepen connections for students. At each stage, the book offers tested strategies and reflective advice about reaching a wide range of learners within the same classroom. Annotated models of effective differentiated instruction, including tiering, flexible groupings, and adjustments based on formative assessments, are included. Through interdisciplinary examples, these processes can be extended to any subject. Contents include Foreword (Carol Ann Tomlinson) and five chapters: (1) Developing a Common Frame of Reference; (2) A Walk-Through of a Differentiated Lesson; (3) Helpful Structures and Strategies for the Differentiated Class; (4) Cognitive Structures and Tips That Help Us Differentiate; and (5) Twelve Samples of Differentiated Learning Experiences from Multiple Subjects. The book concludes with A Final Word: Three Tips to Begin the Journey, recommended resources, an appendix and references. An index is included.
So Each May Soar Tomlinson, Carol Ann
ASCD,
2021, 2021-06-00
eBook, Book
Use this book's curated collection of strategies to reconnect with professional and personal aspirations, build an energized and mutually respectful classroom community, and deliver instruction that ...feels alive to you and your students. Carol Ann Tomlinson's role in defining and popularizing differentiated instruction has made her one of the most influential voices in modern education. In So Each May Soa r, she illuminates the next step forward: creating learner-centered classrooms to help all students gain a deeper understanding of themselves, others, and the world. Join Tomlinson as she explores principles and practices of learner-centered classrooms, including * What it means for teachers to honor themselves, each learner, and the content they teach. * How to assemble a curriculum that ignites students' imaginations and drives discovery. * How to guide classroom experiences that develop the mind of each learner in accordance with that learner's marvelous individuality. * How to shape curriculum, assessment, and instruction to support both equity and excellence. Examples from all kinds of learner-centered classrooms clarify what this approach looks like across grade levels and subject areas and confirm its viability in schools with budgets both big and small. A must-have touchstone for veterans, a beacon for middle-career educators, and a mission statement for those just beginning their careers, So Each May Soar celebrates the commitment of teachers and the opportunity they have to help each young person in their care build a better future and lead a wonderful life.
This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It ...offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants’ teaching practices, classroom artifacts, and interviews with participants’ mentors. Findings illustrated novices’ contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices’ shifting visions of the enactment of practice played in appropriating differentiation’s pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided.
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For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of ...microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A "human-centered" pedagogy that prioritizes children over technology. First, let's be clear: "Reclaiming Personalized Learning" is not yet-another ed tech book. Instead it's a user's guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: (1) Shape whole-class instruction, leverage small-group interactions, and nurture a student's inner-dialogue; (2) Cultivate awareness within and among students, and build autonomy and authority; (3) Design curriculum with a flexible frame and where exactly the standards fit; (4) Humanize assessment and instruction, including the place of responsive teaching; and (5) Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning--all central issues in equity. The truth is this: there's no one framework, there's no one tool that makes learning personalized--what personalized learning companies with a vested interest in profits might tempt you to believe. It's people who personalize learning, and "people not technology" must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. Foreword by Carol Ann Tomlinson.
The updated second edition of the best-selling classic explains differentiated instruction, provides proven instructional strategies, and illustrates how real teachers are applying differentiation ...principles and practices.
Updated with new research and insights, the second edition of this foundational guide to the "how" of differentiation provides the thoughtful strategies teachers need to create and maintain ...classrooms where each student is recognized and respected and every student thrives. One of the most powerful lessons a teacher must learn is that classroom management is not about control; it's about delivering the support and facilitating the routines that will make the classroom work for each student, and thus, set all students free to be successful learners. In "Leading and Managing a Differentiated Classroom," Carol Ann Tomlinson and Marcia B. Imbeau explore the central priorities and mindsets of differentiation and provide practical guidelines for making effective student-centered, academically responsive instruction a reality. Their classroom management approach is based on three critical understandings: (1) When students are engaged, they have no motivation to misbehave; (2) When students understand that their teacher sees them as worthwhile people with significant potential, it opens doors to learning; and (3) The classroom can't work for anybody until it works for everybody. Written for K-12 teachers and instructional leaders, this book is packed with strategies for structuring and pacing lessons, organizing learning spaces and materials, starting and stopping class with purpose, setting up and managing routines, and shifting gears if something isn't going well. It also gives teachers the guidance they need to help students, colleagues, and parents understand the goals of differentiated instruction and contribute to its success. Along with examples of recommended practice drawn from real-life classrooms at a variety of grade levels, you will find answers to frequently asked questions and specific advice for balancing content requirements and the needs of learners. You'll gain confidence as a leader for and in your differentiated classroom and be better prepared to teach in a way that's more efficient and rewarding for you and more effective for every student in your care.
This foundational guide to the how of differentiation features updated research and strategies for creating classrooms where each student is respected and every student thrives.
The nature of life in the 21st century suggests that schools must prepare students to be thinkers, problemsolvers, collaborators, wise consumers of information, and confident producers of knowledge. ...The nature of 21st century student populations suggests that schools will have to become more responsive to the broadening array of cultures, languages, experiences, economics, and interests represented in most contemporary classrooms—and to do so in ways that provide equity of access to robust learning experiences for that broad spectrum of learners. Such classrooms will be heterogeneous in nature, and learner-centered, knowledge-centered, assessment-centered, instruction-centered, and community-centered. Teachers in those classrooms will need to be proficient in “teaching up,” or planning learning experiences at a high level of challenge while providing scaffolding to support many learners in succeeding with those experiences and extending the challenge in a meaningful way for advanced learners.
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Most people are keenly aware that every student is different and that today's classrooms challenge educators to build safe and successful learning communities comprising students whose races, ...languages, cultures, experiences, assets, and dreams vary greatly. This book offers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom. Tomlinson shows how to use "highways and exit ramps" to reach the whole class, with "highway" content and "exit ramps" to specialize needs. Chapters offer numerous recommendations for modifying environments, activities, and assessments; for helping teachers move forward in their instructional planning; and for helping each learner grow academically. "Everybody's Classroom" extends Tomlinson's previous work by looking more deeply at specific student populations to help educators create classrooms that are more inclusive than ever before. Chapters cover successful differentiation for English learners; students experiencing poverty; students with different ethnic, cultural, religious, and gender orientations; and students with diverse identified special needs. The book features: (1) Provides a framework for understanding the scope of differentiation, as opposed to seeing it as a prescribed set of instructional strategies; (2) Shows how to recognize common student needs that cut across student labels, from gifted to traumatized; (3) Offers suggestions for teacher actions based on observation of students and student work; and (4) Includes classroom examples and helpful tables, charts, and graphics. Foreword by James H. Borland.
Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in ...out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for “differentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.
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