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

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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. The author of more than 300 publications, she works throughout the United States and internationally with educators who want to create classrooms that are more responsive to a broad range of learners.