Literaturnachweis - Detailanzeige
| Autor/in | Tomlinson, Carol Ann |
|---|---|
| Titel | Everybody's Classroom: Differentiating for the Shared and Unique Needs of Diverse Students |
| Quelle | (2022), (192 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-8077-6620-0 |
| Schlagwörter | Leitfaden; Student Needs; Student Diversity; Teaching Methods; Stereotypes; Inclusion; English Language Learners; Poverty; Individualized Instruction; Special Needs Students; Classroom Observation Techniques; Cultural Differences; Religion; Sexual Orientation; Ethnicity; Students with Disabilities |
| Abstract | 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.] (As Provided). |
| Anmerkungen | Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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