DIFFERENTIATE INSTRUCTION - ASCD

1 Carol Ann TomlinsonDIFFERENTIATEINSTRUCTION3rd Editionin academically Diverse ClassoomsHow to1703 N. Beauregard St. Alexandria, VA 22311 1714 USAP hone: 800-933-2723 or 703-578-9600 Fax: 703-575-5400 Website: E-mail: guidelines: S. Delisle, Executive Director; Robert D. Clouse, Managing Director, Digital Content & Publications; Stefani Roth, Publisher; Genny Ostertag, Director, Content Acquisitions; Julie Houtz, Director, Book Editing & Production; Katie Martin, Editor; Lindsey Smith, Senior Graphic Designer; Mike Kalyan, Director, Production Services; Keith Demmons, Production Designer; Kelly Marshall, Senior Production SpecialistCopyright 2017 ASCD.

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3 , Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; web: ). To inquire about site licensing options or any other reuse, contact ASCD Permissions at , or or 703-575-5749. For a list of vendors authorized to license ASCD e-books to institutions, see Send translation inquiries to edition published 1995 as How to DIFFERENTIATE INSTRUCTION in Mixed-Ability Classrooms. Third edition and ASCD LEARN. TEACH. LEAD. are registered trademarks of ASCD. All other trademarks contained in this book are the property of, and reserved by, their respective owners, and are used for editorial and informational purposes only.

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5 5773, or 703-575-5773). For desk copies, go to of Congress Cataloging-in-Publication DataNames: Tomlinson, Carol A., author. | Tomlinson, Carol A. earlier edition. How to DIFFERENTIATE INSTRUCTION in mixed-ability classrooms,Title: How to DIFFERENTIATE INSTRUCTION in academically diverse classrooms / Carol Ann : Third edition. | Alexandria, Virginia : ASCD, 2017. | revised edition of: How to DIFFERENTIATE INSTRUCTION in mixed-ability classrooms / Carol Ann Tomlinson. 2nd ed. Alexandria, Va. : Association for Supervision and Curriculum Development, c2001.

6 | Includes bibliographical references and : LCCN 2016049811 (print) | LCCN 2016051073 (ebook) | ISBN 9781416623304 (pbk.) | ISBN 9781416623328 (PDF) | ISBN 9781416623335 (EPUB)Subjects: LCSH: Mixed ability grouping in education--United States. | Learning ability. | classroom management--United : LCC .T65 2017 (print) | LCC (ebook) | DDC record available at 25 24 23 22 21 20 19 18 17 1 2 3 4 5 6 7 8 9 10 11 12 in academically Diverse ClassroomsHOW TODIFFERENTIATEINSTRUCTIONT omlinson-TheDifferentiateInstruction3rdE d 510/20/16 7:26 AMPreface to the Third Edition.

7 ViiIntroduction ..xi1. What Differentiated INSTRUCTION Is and Isn t ..12. The Rationale for Differentiating INSTRUCTION in academically Diverse Classrooms ..123. Thinking About the Needs of Students in a Differentiated classroom ..194. The Role of the Teacher in a Differentiated classroom ..345. The Learning Environment in a Differentiated classroom ..436. A Look Inside Some Differentiated Classrooms ..547. Strategies for Managing a Differentiated classroom ..628. Preparing Students and Parents for a Differentiated classroom .

8 739. Planning Lessons Differentiated by Readiness ..8310. Planning Lessons Differentiated by Interest ..9511. Planning Lessons Differentiated by Learning Profile ..11012. Differentiating Content ..12413. Differentiating Process ..13314. Differentiating Products ..14215. Grading in a Differentiated classroom ..157A Final Thought ..165 Appendix: A Few Instructional Strategies Helpful in academically Diverse Classrooms ..166 References ..173 Index ..177 About the Author ..185xiIntroductionBill Bosher, a former Superintendent of Education for Virginia, was fond of saying that the only time there was any such thing as a homogeneous classroom was when he was in the room by himself.

9 He would follow this statement with a longish pause and a questioning brow then, and come to think of it, I m not even sure about that. He s right, of course. All classrooms are heterogeneous on many levels, as are the individual students within kindergartners arrive at school already able to read 3rd grade books with comprehension, while their peers grapple for months, if not years, with the idea of left-to-right print progression or the difference between short and long vowel sounds.

10 Some 3rd graders make an inde-pendent leap from multiplication to division before any explanation has been offered. Many of these same children, when they reach middle school, make connections between themes in social studies and literature, or apply advanced mathematical tools to solve science problems before other stu-dents in their classes have grasped the main idea of a chapter in the text-book. In high school, students who have been seen as slow or average can surprise everyone by developing a complex and articulate defense of a position related to scientific ethics or economic strategy.