Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in Practice: A Resource Guide for Differentiating Curriculum.Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice. A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development The Association for Supervision and Curriculum Development, or ASCD, is a membership-based nonprofit organization founded in 1943. It has more than 175,000 members in 135 countries, including superintendents, supervisors, principals, teachers, professors of education, and (370 pp., $31.95 paper, ISBN ISBN
International Standard Book Number
ISBN International Standard Book Number
ISBN n abbr (= International Standard Book Number) → ISBN m 1-4166-0050-7).
This book builds on a series of ASCD ASCD Association for Supervision and Curriculum Development
ASCD Association of Service & Computer Dealers International
ASCD American Society of Computer Dealers
ASCD All Source Correlated Database
ASCD Advanced Software Concepts Department
ASCD Asset Status Card publications that focuses on principles and strategies for differentiating instruction and actual differentiated curriculum for grades K to 9 by presenting curricular units for Grades 9 to 12. The curriculum units in this book were developed by secondary teachers with experience in differentiating instruction. The authors intend that the book be used as a tool for teachers' learning. They emphasize that the units be used to stimulate thoughtful curricular planning in local contexts; each should be considered as a model for planning across grades-not as a "cookbook (programming) cookbook - (From amateur electronics and radio) A book of small code segments that the reader can use to do various magic things in programs.
One current example is the "PostScript Language Tutorial and Cookbook" by Adobe Systems, Inc (Addison-Wesley, ISBN " solution to teaching a particular subject to a particular grade. The units were chosen for their coherence coherence, constant phase difference in two or more Waves over time. Two waves are said to be in phase if their crests and troughs meet at the same place at the same time, and the waves are out of phase if the crests of one meet the troughs of another. , focused instruction, flexibility, and ability to engage students.
The introduction lays out the intent and design of the book. It is followed by a short primer prim·er
A segment of DNA or RNA that is complementary to a given DNA sequence and that is needed to initiate replication by DNA polymerase. on differentiation that includes frameworks for differentiating content, process, products, affect, and learning environments. Guiding principles and framing questions provide a strong foundation for the units that follow. The inclusion of affect is critical; students' engagement, sense of belonging, and success as learners are integral to the philosophy of education underpinning un·der·pin·ning
1. Material or masonry used to support a structure, such as a wall.
2. A support or foundation. Often used in the plural.
3. Informal The human legs. Often used in the plural. the book. Each of the nine differentiated units of study includes a unit overview, detailed lesson plans with teacher commentary, teacher reflection on the unit, ideas for involving students in their learning, and supporting documents such as worksheets, templates, checklists, and assessment rubrics. Each is tied to academic standards that are intentionally generic and serve as one of the tools to link the ideas in each unit to the needs of students in particular learning communities. An extended glossary A term used by Microsoft Word and adopted by other word processors for the list of shorthand, keyboard macros created by a particular user. See glossaries in this publication and The Computer Glossary. and a list of resources conclude the book.
The authors' objectives in writing this book are fulfilled well. Each author has successful teaching experience, relevant academic background, and strong connections to the teaching community. They are both well regarded for their work on differentiated instruction Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. It involves teachers using a variety of instructional strategies that address diverse student learning needs. . Their collaborative approach in creating this book with teachers resulted in a collection of units that brings the principles of differentiation to life and emphasizes the importance of analysis and reflection in teaching and learning. There is an important emphasis on teacher as learner.
The curricular units include four on English and Humanities, one on U. S. History, one on Visual Arts visual arts npl → artes fpl plásticas
visual arts npl → arts mpl plastiques
visual arts npl → , two on Mathematics, and one on Science. The emphasis on the arts and humanities is welcome. These subjects often are viewed by schools as difficult to differentiate. On the other hand, Mathematics and Science, perceived as more linear and thus easier to differentiate, can suffer from rapid coverage that neglects the meaning of the disciplines. The ideas presented in this book form a significant foundation for creative and thoughtful approaches to engage all learners in making meaning of the curriculum.
The book makes the important connection between principles and practice. It is clearly written, logically organized, and user-friendly. Preservice and experienced teachers alike would benefit from its clarity and its principled prin·ci·pled
Based on, marked by, or manifesting principle: a principled decision; a highly principled person. approach to engagement with the curriculum. There may be a temptation to simply jump into the units and skip the primer on differentiation. This would be a big mistake. This book is unique in its thoughtful connections of theory and practice; foundational knowledge is essential to the learning tools in this book.
The approach to differentiation outlined by Tomlinson and Strickland is important for meeting the needs of gifted learners. While the authors are explicit in their exclusion of units that 'dazzle the imagination' (they focused on solid, foundational units that would provide a comfortable amount of challenge for teachers), the units provide enough scope and flexibility that creative teachers could take them into the imaginative realm. Similarly, gifted learners would likely be inspired to 'take off' with many of the assignments. The units presented offer the critical combination of structure, knowledge of criteria for excellence, and scope that is essential to supporting gifted learners.
Marion Porath is a professor at The University of British Columbia Locations
The Vancouver campus is located at Point Grey, a twenty-minute drive from downtown Vancouver. It is near several beaches and has views of the North Shore mountains. The 7. with interests in the development and education of gifted learners. E-mail: firstname.lastname@example.org