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Carol Tomlinson:

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ashley bayard

on 1 November 2013

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Transcript of Carol Tomlinson:

Carol Ann Tomlinson

Carol Ann Tomlinson
Teaching career: 21 years teaching public school, 12 years as a program administrator of special services for struggling and advanced learners
Virginia's Teacher of the Year in 1974.
Currently a professor at Curry University of Education in Virginia where she has won multiple awards for her teaching at the university level
Reviewer for 8 journals and has written many books on differentiated instruction
Best known for her work with the idea of
differentiation
Differentiation
Ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.
"The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in classrooms."
Tomlinson's Principals of Effective Differentiation
Learning environment is safe & challenging for each student
Routines include whole class, small group, and individual work
Learning goals are clear and focus on essential knowledge, skills, or understandings
Pre-assessment and formative assessment inform instruction
Teachers use resources flexibly to address varied needs
Classrooms become communities of learning where students share responsibility with the teacher for respect, smooth operation, and individual growth
References
http://www.caroltomlinson.com/
http://www.youtube.com/watch?v=33L2eB8IJH
d-edreckoning. blogspot.com/2006/05/ differentiated-nonsense.html
http://www.theguardian.com/education/2003/feb/18/furthereducation.uk4
http://www.nytimes.com/roomfordebate/2011/10/02/are-top-students-getting-short-shrift
Tomlinson, C. (2005). Grading and differentiation: Paradox or good practice?. Theory Into Practice, 44(3), 262-269.
Latz, A. O., Speirs Neumeister, K. L., Adams, C. M., & Pierce, R. L. (2009). Peer coaching to improve classroom differentiation: Perspectives from project CLUE. Roeper Review, 31(1), 27-39
As an Author
How to Differentiate Instruction in Mixed-ability Classrooms
The Differentiated Classroom: Responding to the Needs of all Learners
Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids
The Differentiated School: Making Revolutionary Change for Teaching and Learning
The Parallel Curriculum Model: A Design to Develop High Potential and Challenge High Ability Learners
So Why Differentiate?
Differentiation in Action
Different(iated) Opinions
"We are shortchanging America’s brightest students, and we’re doing it reflexively and furtively. A big part of the problem is our desire to duck hard choices when it comes to kids and schooling. “Differentiated instruction” — the notion that any teacher can simultaneously instruct children of wildly different levels of ability in a single classroom — is appealing precisely because it seemingly allows us to avoid having to decide where to focus finite time, energy and resources."
- New York Times
Common Concerns
Classroom Management
Fairness
Time Management
Teacher Skill Level
The Need
“A typical public-school classroom contains 27 students whose academic performance spans five grade levels; therefore, teachers can no longer ‘teach to the middle’ and effectively reach their students”

-Hertberg-Davis & Brighton, 2006; Tieso, 2004
as cited in Latz 2009
Full transcript