How To Differentiate Instruction in Mixed-Ability Classrooms.

Autor/in	Tomlinson, Carol Ann
Institution	Association for Supervision and Curriculum Development, Alexandria, VA.
Titel	How To Differentiate Instruction in Mixed-Ability Classrooms.
Quelle	(1995), (90 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87120-245-X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Ability Grouping; Academic Ability; Classroom Environment; Classroom Techniques; Cognitive Style; Educational Principles; Educational Strategies; Elementary School Curriculum; Elementary Secondary Education; Learning Activities; Learning Strategies; Program Descriptions; Secondary School Curriculum; Student Evaluation; Student Needs; Teacher Role; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Homogene Gruppierung; Niveaugruppierung; Streaming; Klassenklima; Unterrichtsklima; Klassenführung; Cognitive styles; Kognitiver Stil; Bildungsprinzip; Lehrstrategie; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulnote; Studentische Bewertung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Noting that teachers in mixed-ability classrooms face multiple challenges, this booklet provides teachers guidance in creating learning environments that address the diversity in learning styles typical of mixed-ability classrooms. The booklet discusses what differentiated instruction is, why it is appropriate for all learners, how to plan for and manage differentiated instruction, how to help parents and students prepare for differentiated classrooms, and how to assess student progress. Chapter 1 defines differentiated instruction as providing students with multiple options for taking in information, understanding ideas, and expressing what they learn. A differentiated classroom provides multiple approaches and is proactive, qualitative, student centered, organic, and a mix of whole-class, group, and individual instruction. Chapter 2 sets out the rationale for differentiated instruction and the necessity of differentiating learning experiences and understanding the needs of both advanced and struggling learners. Chapter 3 focuses on the new roles of the teacher in the differentiated classroom. Chapter 4 describes four differentiated classrooms. Chapter 5 suggests 10 strategies for managing a differentiated classroom, while chapter 6 offers ideas for preparing students and parents for a differentiated classroom. Chapter 7 presents concepts for planning differentiated lessons. Chapters 8 through 10 discuss the curricular elements of content, process, and product. Chapter 11 presents four approaches for student assessment. An appendix provides a table of instructional and management strategies. Also included are a categorized list for further reading and a list of resources. Contains 16 references. (TM)
Anmerkungen	Association for Supervision and Curriculum Development, 1250 North Pitt Street, Alexandria, VA 22314 (ASCD Stock No. 1-95184).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01