How to Differentiate Instruction in Mixed-Ability Classrooms

Tomlinson, Carol A.

Association for Supervision & Curriculum Development

Differentiation in Practice, Grades K-5: A Resource Guide for Differentiating Curriculum

Association for Supervision & Curriculum Deve

How To Differentiate Instruction In Mixed-ability Classrooms

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators)

Using Differentiated Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the foundations, data use, and best practices of the DCA framework. As differentiated instruction practices increasingly enable K-12 educators to individualize learning in their classrooms, it is important that this framework be extended to assessment as well. This concise yet comprehensive book explains the science and rationale behind DCA as well as principles and strategies for both formative and summative assessments. Replete with vignettes, sample outputs, and recommendations, this is a lively and much-needed guide to understanding, enacting, and analyzing grouped and individualized assessments.

Arts & Photography

Moon, Tonya R.

Brighton, Catherine M.

Architecture

Routledge

The Differentiated Classroom

Association for Supervision and Curriculum Development

In Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, authors David Sousa and Carol Ann Tomlinson examine the basic principles of differentiation in light of what the current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. The authors also offer suggestions on how to establish and manage differentiated classrooms without imposing additional heavy burdens on teachers teach differently and smarter, not harder. In fact, when properly implemented, differentiation emphasizes shared responsibility between teacher and student a desirable outcome, because the brain that does the work is the brain that learns!

Differentiation and the Brain: How Neuroscience Supports the Learning-friendly Classroom

Sousa, David A.

Reference

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Books by Tomlinson, Carol A.