Critical Annotation Tomlinson, C. A. (2014). The Differentiated Classroom. Alexandria, VA: ASCD.
Text Purpose
Today’s classroom is more diverse, more inclusive, and more plugged into technology than ever before (Tomlinson, 2014). How can teachers divide their time, resources, and efforts to effectively instruct students of diverse backgrounds and interests, as well as skill and readiness levels? The Differentiated Classroom: Responding to the Needs of All Learners offers a powerful, yet practical solution.
Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how to approach students in the classroom. She looks to the latest research …show more content…
More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Tomlinson is a reviewer for eight journals and is the author of over 200 articles, book chapters, books, and other professional development materials. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms. Dr. Tomlinson holds a Bachelor of Arts degree from the University of South Carolina in German and English and a Master of Education in Reading from the University of Virginia. She continued her studies at the University of Virginia and obtained her Doctor of Education in the field of Educational …show more content…
The first hallmark Tomlinson (2014) presents is that teachers in a differentiated classroom, begin with two critical givens, there are content requirements, which are often in the form of standards, which are destination points for every student. The second given is that teachers in this type of classroom, per Tomlinson (2014) must be ready to engage students in instruction through different approaches to learning, by appearing to a range of interests, and by using a different rate of instruction along with varying degrees of complexity and different support systems. Stated merely by Tomlinson (2014) “teachers who differentiate provide specific alternatives for individuals to learn as deeply as possible and as quickly as possible” (Tomlinson, 2014, p.
Text Purpose
Today’s classroom is more diverse, more inclusive, and more plugged into technology than ever before (Tomlinson, 2014). How can teachers divide their time, resources, and efforts to effectively instruct students of diverse backgrounds and interests, as well as skill and readiness levels? The Differentiated Classroom: Responding to the Needs of All Learners offers a powerful, yet practical solution.
Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how to approach students in the classroom. She looks to the latest research …show more content…
More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Tomlinson is a reviewer for eight journals and is the author of over 200 articles, book chapters, books, and other professional development materials. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms. Dr. Tomlinson holds a Bachelor of Arts degree from the University of South Carolina in German and English and a Master of Education in Reading from the University of Virginia. She continued her studies at the University of Virginia and obtained her Doctor of Education in the field of Educational …show more content…
The first hallmark Tomlinson (2014) presents is that teachers in a differentiated classroom, begin with two critical givens, there are content requirements, which are often in the form of standards, which are destination points for every student. The second given is that teachers in this type of classroom, per Tomlinson (2014) must be ready to engage students in instruction through different approaches to learning, by appearing to a range of interests, and by using a different rate of instruction along with varying degrees of complexity and different support systems. Stated merely by Tomlinson (2014) “teachers who differentiate provide specific alternatives for individuals to learn as deeply as possible and as quickly as possible” (Tomlinson, 2014, p.