The Differentiated School: Making Revolutionary Changes in Teaching and Learning

Name: The Differentiated School: Making Revolutionary Changes in Teaching and Learning
Rating: 3.93 (42 reviews)
Author: Tomlinson, Carol Ann; Brimijoin, Kay; Narvaez, Lane
ISBN: 9781416606789

Tomlinson, Carol Ann; Brimijoin, Kay; Narvaez, Lane

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Language: English

Published by ASCD, 2008

1416606785 / 9781416606789

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Title: The Differentiated School: Making Revolutionary Changes in Teaching and Learning
Author: Tomlinson, Carol Ann; Brimijoin, Kay; Narvaez, Lane
Publisher: ASCD
Publication year: 2008
Condition: Very Good
Binding: Soft cover
Language: English
ISBN 10: 1416606785
ISBN 13: 9781416606789

Looking for advice and guidance on how to implement differentiated instruction throughout your school? Learn from the experts. Administrators and teachers alike will find viable ideas and answers to questions as leaders at two schools share milestones and vignettes from their real-life experiences in converting entire faculties to this dynamic approach to teaching and learning.

The authors balance broadly applicable guidance with specific illustrations of how two schools―a middle-income elementary school and a mixed-income high school―experienced the change process in dramatically different ways. In both instances, the new approach to teaching and learning had sweeping, positive results for staff and students.

Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez have combined their expertise with differentiation in schools―including professional development, research, leadership, coaching, and teaching―to highlight factors that contributed to the continuing success of school reinvention efforts such as:

Approaching change with the particular school culture in mind.
Leading a staff toward change with appropriate pushes, pauses, and acknowledgments.
Fostering continued growth in understanding and skill with differentiation in the classroom.
Encouraging teachers to reinforce one another's strengths.
Monitoring progress toward expanded flexibility in instructional approaches.
Nurturing teacher leaders who can sustain the effort beyond one principal's tenure.
Providing strong support and role models for deep and broad changes in the school's teaching practices and learning potential.

Every educator seeking to move beyond isolated efforts to differentiate instruction will find practical support and inspiration in this book. At the same time, you'll gain understanding about the key characteristics needed for deep, lasting instructional change that taps into the learning potential of all students in your classrooms and schools.

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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.

Kay Brimijoin is currently associate professor and chair of the Education Department at Sweet Briar College in central Virginia, where she helped launch a master s program in differentiated curriculum and instruction and teaches courses on curriculum and instruction, assessment, literacy development, and student teaching. After 20 years of K-12 classroom teaching experience and school administration, Brimijoin completed her PhD in educational psychology with concentrations in gifted education and curriculum and instruction at the University of Virginia. She has received awards on curriculum design, research and evaluation, and distinguished dissertation work from the National Association for Gifted Children. She co-authored "The Differentiated School" in 2008 (ASCD) and a unit in "Differentiation in Practice: Grades 9-12 i"n 2005 (ASCD). Brimijoin has authored numerous articles and co-authored a 2003 review of the literature supporting differentiation. From 2000-2006 Brimijoin was a member of the ASCD Differentiation Faculty Cadre and continues to consult with schools across the country on differentiation, curriculum design, gifted education, and teacher education.

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