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                                                                                                                                  The                                                     The 
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                                                                                                                                                                                          oom:
                                                                                                    It’s an age-old challenge: How can teachers divide their time,                        R
                                                                                                 resources, and efforts to effectively instruct so many students of diverse               e
                                                                                                 backgrounds, readiness and skill levels, and interests? The Differentiated               sponding to the Ne
                                                                                                 Classroom: Responding to the Needs of All Learners offers a powerful, practi-
                                                                                                 cal solution.
                                                                                                    Drawing on nearly three decades of experience, author Carol Ann
                                                                                                 Tomlinson describes a way of thinking about teaching and learning
                                                                                                 that will change all aspects of how you approach students and your
                                                                                                 classroom. She looks to the latest research on learning, education, and
                                                                                                 change for the theoretical basis of differentiated instruction and why                   e
                                                                                                 it’s so important to today’s children. Yet she offers much more than                     ds of All Lea
                                                                                                 theory, filling the pages with real-life examples of teachers and students
                                                                                                 using—and benefiting from—differentiated instruction.
                                                                                                    At the core of the book, three chapters describe actual lessons,
                                                                                                 units, and classrooms with differentiated instruction in action.
                                                                                                                                                                                          r
                                                                                                 Tomlinson looks at elementary and secondary classrooms in nearly all                     n
                                                                                                 subject areas to show how real teachers turn the challenge of differenti-                ers
                                                                                                 ation into a reality. Her insightful analysis of how, what, and why
                                                                                                 teachers differentiate lays the groundwork for you to bring differentia-
                                                                                                 tion to your own classroom.
                                                                                                    Tomlinson’s commonsense, classroom-tested advice speaks to experi-
                                                                                                 enced and novice teachers as well as educational leaders who want to
                                                                                                 foster differentiation in their schools. Using a “think versus sink                                                                                                         The
                                                                                                                                                                                                                                                                             The
                                                                                                 approach,” Tomlinson guides all readers through small changes, then
                                                                                                 even larger ones, until differentiation becomes a way of life that
                                                                                                 enriches both teachers and students.                                                     T
                                                                                                                                                                                          omlinson                                   Differentiated
                                                                                                                                                                                                                                      Differentiated
                                                                                                    Carol Ann Tomlinson is Associate Professor of Educational
                                                                                                 Leadership, Foundations and Policy at The Curry School of Education,
                                                                                                 University of Virginia.                                                                                                        n
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                                                                                                          VISIT US ON THE WORLD WIDE WEB:                                                                   R                                             o t
                                                                                                                      http://www.ascd.org                                                                                                                         h
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                Association for Supervision and Curriculum Development                                                                                                                                                                                                                        Carol Ann Tomlinson
                Alexandria, Virginia USA                                                                                                                                                                                                                                                      Carol Ann Tomlinson
                                  The
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                                                Carol Ann Tomlinson
                     Association for Supervision and Curriculum Development
                               Alexandria, VA USA
            Association for Supervision and Curriculum Development
            1703 N. Beauregard St. • Alexandria, VA 22311-1714 USA
            Telephone: 1-800-933-2723 or 703-578-9600 • Fax: 703-575-5400
            Website: http://www.ascd.org • E-mail: member@ascd.org
            GeneR.Carter, Executive Director; Michelle Terry, Associate Executive Director, Program Development; Nancy Modrak,
            Director, Publishing; John O’Neil, Director of Acquisitions; Julie Houtz, Managing Editor of Books; Darcie Simpson, Associate
            Editor; René Bahrenfuss, Copy Editor; Charles D. Halverson, Project Assistant; Gary Bloom, Director, Design and Production
            Services; Karen Monaco, Senior Designer; Judi Connelly, Designer; Tracey A. Smith, Production Manager; Dina Murray,
            Production Coordinator; John Franklin, Production Coordinator; Valerie Sprague, Desktop Publisher
            1999–2000 ASCDExecutiveCouncil:JoannaChoiKalbus(President), LeRoy E. Hay (President-Elect), Thomas J. Budnik
            (Immediate Past President), Bettye Bobroff, Martha Bruckner, John W. Cooper, Michael Dzwiniel, Sharon A. Lease, Leon
            Levesque, Francine Mayfield, Andrew Tolbert, Robert L. Watson, Sandra K. Wegner, Peyton William Jr., Donald B. Young
            Copyright © 1999 by the Association for Supervision and Curriculum Development. All rights reserved. No part of this
            publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photo-
            copy, recording, or any information storage and retrieval system, without permission from ASCD. Readers who wish to
            duplicate material copyrighted by ASCD may do so for a small fee by contacting the Copyright Clearance Center, 222
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            office at 703-578-9600.
            ASCDpublications present a variety of viewpoints. The views expressed or implied in this book should not be interpreted
            as official positions of the Association.
            Printed in the United States of America.
            April 1999 member book (pcr). ASCD Premium, Comprehensive, and Regular members periodically receive ASCD books
            as part of their membership benefits. No. FY 99-6.
            ASCDStockNo.199040
            Also available as an e-book through ebrary, netLibrary, and many online booksellers (see Books in Print for the ISBNs).
            Library of Congress Cataloging-in-Publication Data
            Tomlinson, Carol A.
             Thedifferentiated classroom : responding to the needs of all
            learners / Carol Ann Tomlinson.
             p. cm.
            Includes bibliographical references and index.
            ISBN0-87120-342-1
            1. Individualized instruction. 2. Cognitive styles in children.
            3. Mixed ability grouping in education. I. Title.
            LB1031.T651999
            371.39’4—dc21
                                  99-6162
                                   CIP
            0605040302    10987
                                     
 	
	 

                                           	 	 
                                                       

 

                                         Foreword                                                                    v
                                          WhatIsaDifferentiatedClassroom?                                           1
                                          ElementsofDifferentiation                                                 9
                                          RethinkingHowWeDoSchool—andforWhom                                       17
                                          LearningEnvironmentsThatSupportDifferentiated Instruction                25
                                          GoodInstructionasaBasisforDifferentiated Teaching                        36
                                          TeachersatWorkBuildingDifferentiated Classrooms                          47
                                          Instructional Strategies That Support Differentiation                    61
                                          MoreInstructional Strategies to Support Differentiation                  75
                                           HowDoTeachersMakeItAllWork?                                              95
                                       ! WhenEducationalLeadersSeekDifferentiatedClassrooms                       108
                                         AFinalThought                                                             119
                                         Appendix: Two Models to Guide Differentiated Instruction                  120
                                         Bibliography                                                              125
                                         Index                                                                     128
                                         AbouttheAuthor                                                            132