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While most books on classroom management focus on keeping kids in their seats and giving good directions, here at last is a breakthrough guide that explains how to lead a class that is differentiated to individual students needs. The top authority on differentiated instruction, Carol Ann Tomlinson, teams up with educator and consultant Marcia B. Imbeau to outfit you with everything you need to deal with time, space, materials, groups, and strategies in ways that balance content requirements with multiple pathways for learning. Step-by-step guidelines, checklists, and a Teacher s Toolkit with ready-made classroom activities ensure that you master the nuts and bolts of managing a student-centered classroom.
- Sales Rank: #28228 in Books
- Brand: Brand: Heinle ELT
- Published on: 2010-11-15
- Original language: English
- Number of items: 1
- Dimensions: 9.80" h x .90" w x 7.90" l, .90 pounds
- Binding: Paperback
- 185 pages
- Used Book in Good Condition
From the Inside Flap
Today's teachers are responsible for a greater variety of learners with a greater diversity of needs than 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.
In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau 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.
Tomlinson and Imbeau 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.
About the Author
Carol Ann Tomlinson s career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia s Teacher of the Year in 1974. She is professor of educational leadership, foundations, and policy at the University of Virginia s Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirector of the University of Virginia s Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator s guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
Marcia B. Imbeau is an associate professor at the University of Arkansas, Fayetteville, where she teaches graduate courses in gifted education and elementary education. She is actively involved with university/public school partnerships and teaches in a local elementary school as a university liaison. Her professional experience includes serving as a field researcher for the National Research Center on the Gifted and Talented, elementary teaching in the regular classroom, teaching in programs for the gifted, and coordinating university-based and Saturday programs for advanced learners.
Imbeau has been a board member for the National Association for Gifted Children and has served as a governor at-large for the Council for Exceptional Children The Association for the Gifted Division. She is a past president of Arkansans for Gifted and Talented Education, a state organization that supports appropriate instructional services for all students.
Working with special education colleagues, she has coauthored "How to Use Differentiated Instruction With Students with Disabilities in the General Education Classroom" as a service publication for the Council for Exceptional Children. Her most recent publication may be found in Designing Services and Programs for High-Ability Learners.
Imbeau is a member of the ASCD s Differentiated Instruction Cadre, which provides support and training to schools interested in improving their efforts to meet the academically diverse learning needs of their students.
Most helpful customer reviews
25 of 26 people found the following review helpful.
great especially for new teachers
By jpl526
Being a new teacher this book was great at helping prepare for differentiation, along with how to sell the students and parents on it. There were some great activities to help explain why different students would do different work. The book also included tips on how to set up your classroom, supplies, duties, procedure tips, as well as pitfalls to avoid. I feel like I am ready to establish my procedures, get my materials in place and get everyone "on board" with our new learning style - now I just need the creativity to flow to determine what those different assignments will be (which were not a part of this book). The book encourages us to embrace a little productive noise, share the responsibility of learning with the students, and move away from the quiet, lecture style teaching many of us vision in a classroom.
4 of 4 people found the following review helpful.
Excellent and Very Useful
By John Branch
This book has a teacher toolkit in the back that justifies the book by itself. The material is very application oriented; only the theory when needed, otherwise it's all about implementation. Highly recommended!
4 of 4 people found the following review helpful.
Practical!
By T. Jackson
This book is great introduction to Differentiated Instruction. It is a practical easy read. You can realistically implement most of the strategies right away.
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