How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition

128 Pages·2001·2.41 MB·English

by  Carol Ann Tomlinson

Dif Instruction 6/4/02 12:17 PM Page 1
Education
$20.95 U.S.
H
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HOW TO
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Differentiate Instruction I
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Mixed-Ability E
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IN T
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Classrooms TE
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2ND EDITION RU
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“Curiosity and inspiration are powerful
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catalysts for learning.”
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In this 2nd edition of a book that has provided inspira- ED
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tion to countless teachers, Carol Ann Tomlinson AB
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offers three new chapters, extended examples and LI
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information in every chapter, and field-tested strategies that C
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teachers can use in today’s increasingly diverse classrooms. A
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Tomlinson shows how to use students’ readiness levels, R
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ASSOCIATION FOR interests, and learning profiles to address student diversity. O
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SUPERVISION In addition, the author shows teachers how to differentiate, S
AND CURRICULUM
or structure, lessons at every grade level and content area to 2
DEVELOPMENT N
provide "scaffolds"—as well as high-speed elevators—for D
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Alexandria, Virginia USA D
• The content of lessons, IT
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• The processes used in learning, and N
VISIT US ON THE
• The products of learning.
WORLD WIDE WEB
http://www.ascd.org
Teachers can draw on the book’s practical examples as
HOW TO
they begin to differentiate instruction in their own class-
rooms. Strategies include curriculum compacting, "sidebar"
Differentiate Instruction
investigations, entry points, graphic organizers, contracts,
and portfolios. As Tomlinson says, "Differentiation challenges
us to draw on our best knowledge of teaching and learning. To
m
It suggests that there is room for both equity and excellence Mixed-Ability
l
i
in our classrooms." n IN
s
o
n
Classrooms
Carol Ann Tomlinson
2ND EDITION
HOW TO
Differentiate Instruction
Mixed-Ability
IN
Classrooms
2ND EDITION
Carol Ann Tomlinson
Association for Supervision and Curriculum Development
Alexandria, Virginia USA
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Association for Supervision and Curriculum Development
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Copyright © 2001 by the Association for Supervision and Curriculum Development (ASCD). All rights
reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
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missions office at 703-578-9600.
ASCD publications present a variety of viewpoints. The views expressed or implied in this book should
not be interpreted as official positions of the Association.
e-book ($20.95): ebrary ISBN 0-87120-917-9 • Retail PDF ISBN 1-4166-0095-7
Quality Paperback: ISBN 0-87120-512-2 ASCD product no. 101043
ASCD member price: $16.95 nonmember price: $20.95
Library of Congress Cataloging-in-Publication Data
(for paperback book)
Tomlinson, Carol A.
How to differentiate instruction in mixed-ability classrooms / Carol
Ann Tomlinson.— 2nd ed.
p. cm.
Includes bibliographical references and index.
“ASCD product no. 101043”—T.p. verso.
ISBN 0-87120-512-2 (alk. paper)
1. Mixed ability grouping in education—United States. 2. Learning
ability. 3. Classroom management—United States. I. Title.
LB3061.3 .T65 2001
371.2’52—dc21
2001000344
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How to Differentiate Instruction in Mixed-Ability Classrooms
2nd Edition
Foreword to the 2nd Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
1 What Differentiated Instruction Is—And Isn’t . . . . . . . . . . . . . . . . . . . . . . . . .1
2 The Rationale for Differentiated Instruction in Mixed-Ability Classrooms . . . . .8
3 The Role of the Teacher in a Differentiated Classroom . . . . . . . . . . . . . . . . . .16
4 The Learning Environment in a Differentiated Classroom . . . . . . . . . . . . . . . .21
5 A Look Inside Some Differentiated Classrooms . . . . . . . . . . . . . . . . . . . . . . .27
6 Strategies for Managing a Differentiated Classroom . . . . . . . . . . . . . . . . . . . .32
7 Preparing Students and Parents for a Differentiated Classroom . . . . . . . . . . .39
8 The How To’s of Planning Lessons Differentiated by Readiness . . . . . . . . . . . 45
9 The How To’s of Planning Lessons Differentiated by Interest . . . . . . . . . . . . .52
10 The How To’s of Planning Lessons Differentiated by Learning Profile . . . . . . .60
11 Differentiating Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
12 Differentiating Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
13 Differentiating Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
14 Grading in a Differentiated Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
A Final Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Appendix: A Few Instructional and Management Strategies
for Differentiated, Mixed-Ability Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . .98
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
For Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117

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Foreword to the 2nd Edition
I am often asked these days why I think there is advanced skills and understandings. They come
such a great interest in the topic of differentiat- with an array of physical handicaps. They rep-
ing instruction. My best guess is that the inter- resent cultures that vary in significant ways.
est is sparked by the realization that it’s no Many students bring with them to school
longer possible to look at a group of students in stresses from home that are too great for young
a classroom and pretend they are essentially shoulders to carry. Many students, of course,
alike. represent several of these realities—a very
Even in the few years since the first edition bright student whose learning disability masks
of this book, academic diversity has increased his promise, a second-language learner whose
in schools. Greater and greater numbers of sec- family teeters on the edge of economic viability,
ond-language students take seats among stu- and so on.
dents whose first language is English. Even the If we elect to use what we know about
second-language learners vary greatly as a learning, and, in fact, about ourselves, as we
group—not only in their native tongues but craft classrooms, we acknowledge that students
also in their degree of experience with their learn in varied ways—some by hearing, others
native language and the sort of home support by doing, some alone, others in the company of
system that follows them to school. peers, some in a rapid-fire fashion, others reflec-
Greater numbers of students are being diag- tively. We acknowledge, too, that individuals are
nosed with attention-deficit and related disor- intrigued or even inspired by different topics or
ders. Diagnosis of learning disability affects issues, and that curiosity and inspiration are
students in virtually all classrooms. In addition, powerful catalysts for learning. To teach well is
students come to classrooms with highly to attend to all these things.
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vv
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Differentiation suggests it is feasible to I am grateful to ASCD for the opportunity to
develop classrooms where realities of student share reflections and insights fueled by many
variance can be addressed along with curricular educators who work daily to ensure a good aca-
realities. The idea is compelling. It challenges us demic fit for each student who enters their
to draw on our best knowledge of teaching and classrooms. These teachers wrestle with stan-
learning. It suggests that there is room for both dards-driven curriculum, grapple with a pre-
equity and excellence in our classrooms. dictable shortage of time in the school day, and
As “right” as the approach we call differenti- do battle with management issues in a busy
ation seems, it promises no slick and ready classroom. These educators also derive energy
solutions. Like most worthy ideas, it is com- from the challenge and insight from their stu-
plex. It calls on us to question, change, reflect, dents. I continue to be the beneficiary of their
and change some more. frontline work. I hope this small volume repre-
This second edition of How to Differentiate sents them well. I hope also that it clarifies and
Instruction in Mixed-Ability Classroomsfollows this extends what I believe to be an essential discus-
evolutionary route. In the years since the first sion on how we can attain the ideal of a high-
edition, I have had the benefit of probing ques- quality public education that exists to maximize
tions and practical examples from many educa- the capacity of each learner who trusts us to
tors. This revision reflects an extension and direct the course of his or her learning.
refinement of the elements presented in the ear-
lier version of the book, based in no small meas-
ure on dialogue with other educators.
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vi
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Introduction
The students populating U.S. classrooms today dren, when they reach middle school, also
are a diverse lot. They come from differing cul- make connections between themes in social
tures and have different learning styles. They studies and literature, or apply advanced math-
arrive at school with differing levels of emotion- ematical tools to solving science problems
al and social maturity. Their interests differ before other students in their classes grasp the
greatly, both in topic and intensity. At any given main idea of a chapter in the textbook. In high
time, they reflect differing levels of academic school, students who may have been previously
readiness in various subjects—and in various identified as “slow” or “average” may surprise
facets of a single subject. And to complicate everyone when they’re able to develop a com-
things even further, readiness and interest can plex and articulate defense of a position related
vary for a given student over time and depend- to scientific ethics or economic strategy. And
ing on the subject matter. some of their classmates who had, until now,
Teachers in mixed-ability classrooms face found school a “cinch” must work hard to feel
multiple challenges, at every grade level. Each comfortable with applications at a more abstract
September, many 1st graders arrive already able level.
to read 3rd grade books with comprehension, In life, kids can choose from a variety of
while their peers grapple for months with the clothing to fit their differing sizes, styles, and
idea of left-to-right print progression or the dif- preferences. We understand, without explana-
ference between short and long vowels. Some tion, that this makes them more comfortable
3rd graders make an independent leap from and gives expression to their developing person-
multiplication to division before any explana- alities. In school, modifying or differentiating
tion has been offered. Many of these same chil- instruction for students of differing readiness
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vii
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and interests is also more comfortable, engaging, While the goal for each student is challenge and
and inviting. One-size-fits-all instruction will substantial growth, teachers must often define
inevitably sag or pinch—exactly as single-size challenge and growthdifferently in response to
clothing would—students who differ in need, students’ varying interests and readiness levels.
even if they are chronologically the same age. This book provides guidance for teachers
Acknowledging that students learn at differ- who are interested in creating learning environ-
ent speeds and that they differ widely in their ments that address the diversity typical of
ability to think abstractly or understand com- mixed-ability classrooms. The principles and
plex ideas is like acknowledging that students strategies included here can help teachers
at any given age aren’t all the same height: It is address a variety of learning profiles, interests,
not a statement of worth, but of reality. To and readiness levels. The goal here is to help
accommodate this reality, teachers can create a teachers determine what differentiated instruc-
“user-friendly” environment, one in which they tion is, why it is appropriate for all learners,
flexibly adapt pacing, approaches to learning, how to begin to plan for it, and how to become
and channels for expressing learning in comfortable enough with student differences to
response to their students’ differing needs. make school comfortable for each learner who
comes their way.
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viii
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Differentiated
WHAT
Instruction —
IS AND ISN’T
Kids of the same age other words, a differentiated classroom provides
aren’t all alike when it different avenues to acquiring content, to pro-
comes to learning, cessing or making sense of ideas, and to devel-
any more than they oping products so that each student can learn
are alike in terms of effectively.
size, hobbies, personality, or likes and dislikes. In many classrooms, the approach to teach-
Kids do have many things in common because ing and learning is more unitary than differenti-
they are human beings and because they are all ated. For example, 1st graders may listen to a
children, but they also have important differ- story and then draw a picture about what they
ences. What we share in common makes us learned. While they may choose to draw differ-
human. How we differ makes us individuals. In ent facets of the story, they all experienced the
a classroom with little or no differentiated same content, and they all had the same sense-
instruction, only student similarities seem to making or processing activity. A kindergarten
take center stage. In a differentiated classroom, class may have four centers that all students
commonalities are acknowledged and built visit to complete the same activities in a week’s
upon, and student differences become impor- time. Fifth graders may all listen to the same
tant elements in teaching and learning as well. explanation about fractions and complete the
At its most basic level, differentiating same homework assignment. Middle school or
instruction means “shaking up” what goes on in high school students may sit through a lecture
the classroom so that students have multiple and a video to help them understand a topic in
options for taking in information, making sense science or history. They will all read the same
of ideas, and expressing what they learn. In chapter, take the same notes, complete the same
1