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Leading and managing a differentiated classroom: Carol Ann Tomlinson, Marcia B. Imbeau.

Leading and managing a differentiated classroom: Carol Ann Tomlinson, Marcia B. Imbeau.
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Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1277618 371.25 TOM
 Professor Stephen Dinham Collection   . Available .  
Reserve Title Catalogue Record 19358
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Catalogue Information
Field name Details
Record Number 19358
ISBN 9781416610748
Location 371.25 TOM
Author Tomlinson, Carol A.
Title Leading and managing a differentiated classroom Carol Ann Tomlinson, Marcia B. Imbeau.
Published Alexandria, Va. : ASCD, c2010.
General Note PSD - Professor Stephen Dinham Collection
Bibliography Note Includes bibliographical references (p. 176-179) and index.
Contents Note Pt. I. Leading a differentiated classroom. Understanding differentiation in order to lead : aiming for fidelity to a model ; Teaching what you believe : a philosophy to guide teachers who lead for differentiation ; The invitation to be part of a vision : talking with students, parents, and other educators about differentiation -- Pt. II. Managing a differentiated classroom. Learning environment : setting the stage for academic success ; Classroom routines : preparing for the work ahead ; Routines in a differentiated classroom : once the work begins ; Yes, but--common sticking points about differentiation.
Summary Note Today's teachers are responsible for a greater variety of learners with a greater diversity of needs that ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. The authors tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot--and will not--move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. The authors argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
Subject Individualized instruction -- United States
Inclusive education -- United States
Classroom management -- United States
Added Name Imbeau, Marcia B.
Added Corporate Name EBSCOhost
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