How to Differentiate Instruction in Mixed-Ability Classrooms¶
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
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Primes¶
- Differentiated Instruction
- (2) The distinctive focus is on the classroom-management and instructional-design problem of serving heterogeneous learners within a single group: where one-on-one tutoring can naturally target each learner's ZPD, and where tracked or ability-grouped classes attempt to homogenize learners before instruction, differentiated instruction tackles the harder case of the genuinely mixed-readiness classroom (now the default in many jurisdictions after decades of detracking and inclusion reforms) by varying what students work on (content), how they work on it (process), how they demonstrate understanding (product), and the classroom conditions under which they work (environment) — all while maintaining coherent curricular goals and collective classroom community, as Tomlinson (2001) details in the second edition of How to Differentiate Instruction in Mixed-Ability Classrooms.
This sourcePractitioner-focused treatment of the mixed-ability classroom design problem; develops content, process, product, and environment differentiation as concrete instructional variants and elaborates the supporting classroom-management structures.
- (2) The distinctive focus is on the classroom-management and instructional-design problem of serving heterogeneous learners within a single group: where one-on-one tutoring can naturally target each learner's ZPD, and where tracked or ability-grouped classes attempt to homogenize learners before instruction, differentiated instruction tackles the harder case of the genuinely mixed-readiness classroom (now the default in many jurisdictions after decades of detracking and inclusion reforms) by varying what students work on (content), how they work on it (process), how they demonstrate understanding (product), and the classroom conditions under which they work (environment) — all while maintaining coherent curricular goals and collective classroom community, as Tomlinson (2001) details in the second edition of How to Differentiate Instruction in Mixed-Ability Classrooms.
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