How to Differentiate Instruction in Academically Diverse Classrooms 3e

We differentiate instruction to honour 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 or deeply immersed in a particular topic. They are academically advanced or "kids in the middle" or 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.

Written as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson's ground-breaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn

First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this third edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson's continuing thinking about how to help each and every student access challenging, high-quality curriculum; engage in meaning-rich learning experiences; and feel at home in a school environment that "fits".