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Author: Lillie Stone Publisher: ISBN: Category : Education, Urban Languages : en Pages : 278
Book Description
"A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace experiences with differentiated instruction have gone unnoticed and undocumented. The literature further revealed that increased numbers of students are being diagnosed with learning differences in virtually all classrooms. They come with a variety of needs. They represent cultures that vary in significant ways. Professional development providers in urban settings need to connect their delivery with the actual situations that exist in these classrooms so that teachers can begin to address the diversity that exists in their classrooms and narrow the achievement gap. The purpose of this research was to examine my own professional development delivery by facilitating action research on differentiated instruction, an instructional concept that maximizes learning for ALL students?regardless of skill level or background. The research method selected for this study was qualitative pre- and post-interviews, a questionnaire, ejournals, and transcriptions from professional development sessions. The analysis used a constant comparative approach. The researcher used open-ended interviewing, which allowed the interviewees to go beyond just a superficial revelation of their knowledge of differentiated instruction and their subsequent roles and beliefs about their work and who they teach. Important findings indicated that participants perceived an increase in their understanding of differentiated instruction through participation in the professional development as well as increased confidence in their general teaching abilities and in meeting the varied needs of their students. The participants perceived surround support from the administrative staff as important. Even though some of the participants described their students as less than dedicated to academic pursuits, all participants in the study elaborated on how they derived tremendous satisfaction from increasing their own knowledge so that they could better serve their students. Interestingly, in spite of working in a challenging environment, these participants have chosen to remain because they feel they are making a difference. Findings indicate that upfront planning, including collecting data about each participant's skill, readiness, and interest level and analyzing data about participants' needs, strengths, and weaknesses, needs to be done before embarking on a professional develop series with a group of faculty members. Programs and new information need to supplement existing programs and initiatives already in existence in the school. Flexibility in scheduling professional development needs to be fluid and grade-level or department volunteers would support the professional development provider in meeting the varied needs of participants. Aside from collecting data to assist in building a reservoir of information on providing professional development to teachers in an urban school, further implications indicate a need for more adequate and focused training at the preservice level as well as ongoing professional development at the workplace"--Leaves iv-v.
Author: Lillie Stone Publisher: ISBN: Category : Education, Urban Languages : en Pages : 278
Book Description
"A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace experiences with differentiated instruction have gone unnoticed and undocumented. The literature further revealed that increased numbers of students are being diagnosed with learning differences in virtually all classrooms. They come with a variety of needs. They represent cultures that vary in significant ways. Professional development providers in urban settings need to connect their delivery with the actual situations that exist in these classrooms so that teachers can begin to address the diversity that exists in their classrooms and narrow the achievement gap. The purpose of this research was to examine my own professional development delivery by facilitating action research on differentiated instruction, an instructional concept that maximizes learning for ALL students?regardless of skill level or background. The research method selected for this study was qualitative pre- and post-interviews, a questionnaire, ejournals, and transcriptions from professional development sessions. The analysis used a constant comparative approach. The researcher used open-ended interviewing, which allowed the interviewees to go beyond just a superficial revelation of their knowledge of differentiated instruction and their subsequent roles and beliefs about their work and who they teach. Important findings indicated that participants perceived an increase in their understanding of differentiated instruction through participation in the professional development as well as increased confidence in their general teaching abilities and in meeting the varied needs of their students. The participants perceived surround support from the administrative staff as important. Even though some of the participants described their students as less than dedicated to academic pursuits, all participants in the study elaborated on how they derived tremendous satisfaction from increasing their own knowledge so that they could better serve their students. Interestingly, in spite of working in a challenging environment, these participants have chosen to remain because they feel they are making a difference. Findings indicate that upfront planning, including collecting data about each participant's skill, readiness, and interest level and analyzing data about participants' needs, strengths, and weaknesses, needs to be done before embarking on a professional develop series with a group of faculty members. Programs and new information need to supplement existing programs and initiatives already in existence in the school. Flexibility in scheduling professional development needs to be fluid and grade-level or department volunteers would support the professional development provider in meeting the varied needs of participants. Aside from collecting data to assist in building a reservoir of information on providing professional development to teachers in an urban school, further implications indicate a need for more adequate and focused training at the preservice level as well as ongoing professional development at the workplace"--Leaves iv-v.
Author: Cindy A. Strickland Publisher: ASCD ISBN: 1416608117 Category : Education Languages : en Pages : 280
Book Description
More than 45 tools and activities that make it easier for professional development leaders to show teachers and administrators how to successfully implement and maintain differentiated instruction.
Author: Carol Ann Tomlinson Publisher: ASCD ISBN: 1416623337 Category : Education Languages : en Pages : 199
Book Description
First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school. Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn What differentiation is and why it's essential How to set up the flexible and supportive learning environment that promotes success How to manage a differentiated classroom How to plan lessons differentiated by readiness, interest, and learning profile How to differentiate content, process, and products How to prepare students, parents, and yourself for the challenge of differentiation We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.
Author: Dr. Althea Seivwright-Lue Publisher: Xlibris Corporation ISBN: 1796052434 Category : Self-Help Languages : en Pages : 147
Book Description
This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Author: Carol Ann Tomlinson Publisher: ASCD ISBN: 1416620826 Category : Education Languages : en Pages : 178
Book Description
This book provides an overview of the reflective thinking and action-oriented steps necessary to launch a system of continuous professional learning, culture building, and program assessment that will allow differentiation to flourish in every classroom.
Author: Carol Ann Tomlinson Publisher: ASCD ISBN: 1416618600 Category : Education Languages : en Pages : 210
Book Description
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today’s classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it’s led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book’s insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher’s shelf and every school’s professional development collection.
Author: Carol Ann Tomlinson Ann Tomlinson Publisher: ASCD ISBN: 1416613331 Category : Education Languages : en Pages : 211
Book Description
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.
Author: Carol Ann Tomlinson Publisher: ASCD ISBN: 1416612483 Category : Education Languages : en Pages : 258
Book Description
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.
Author: Linda Bowgen Publisher: Solution Tree Press ISBN: 1936765233 Category : Education Languages : en Pages : 191
Book Description
If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.
Author: Debra L. Pincince Publisher: ISBN: Category : Academic achievement Languages : en Pages : 125
Book Description
Students across Massachusetts, including those attending the middle school studied, have not been meeting state proficiency targets in mathematics and English language arts. Research indicates that the use of differentiated instruction strategies have been successful in improving student achievement for all students. This prompted the district examined in this study to provide a significant amount of professional development to teachers to facilitate the adoption of differentiated instruction across all subjects and grades. Using a constructivist framework, this descriptive case study explored the process by which a suburban, east coast middle school adopted and implemented differentiated instruction strategies into its classrooms; the degree to which differentiated instruction was fully implemented with fidelity in the classrooms of teachers receiving professional development; and the impact professional development had on student achievement in mathematics or English language arts. The study sought to answer the following research questions: (a) What was the process by which Northeast Middle School provided teacher training in differentiated instruction strategies to teachers? (b) What opportunities and obstacles did teachers face when implementing differentiated instruction in their classrooms? (c) What perceived impact has the implementation of differentiated instruction strategies had on improving student achievement in math and English language arts? The study found that, in response to student failures to reach proficiency in mathematics and English language arts as determined by MCAS (the standardized state measure of school and district achievement) the district mandated that all newly hired teachers participate in a graduate level differentiated instruction course. Participation in the differentiated instruction course may have established the foundation for teachers to begin using differentiated strategies in their classrooms; teachers interviewed, however, indicated that ongoing support for incorporating these strategies into the classroom and more time for instructional preparation was needed. Data, as determined by periodic classroom testing, qualitative teacher feedback and 2015 MCAS aggregate scores, indicated that student achievement and engagement has increased slightly in some classrooms, grade levels and subject areas.
Author: Lillie Stone
Author: Lillie Stone
Author: Cindy A. Strickland
Author: Carol Ann Tomlinson
Author: Dr. Althea Seivwright-Lue
Author: Carol Ann Tomlinson
Author: Carol Ann Tomlinson
Author: Carol Ann Tomlinson Ann Tomlinson
Author: Carol Ann Tomlinson
Author: Linda Bowgen
Author: Debra L. Pincince