How to Differentiate Instruction in Mixed-Ability Classrooms¶
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
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.
Supported in partVerified against the publisher's abstract
Tomlinson's ERIC abstract backs the mixed-ability classroom frame and differentiation dimensions, not the ZPD contrast or the detracking-default assertion.
“Noting that teachers in mixed-ability classrooms face multiple challenges at every grade level, this book provides guidance for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The principles and strategies included can help teachers address a variety of learning profiles, interests, and readiness levels.”
- (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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