000			04034cam a2200505 a 4500
001			2010027600
003			DLC
005			20180820124131.0
008			100708s2010 vaua b 001 0 eng
010			_a 2010027600
020			_a9781416610748 (pbk. : alk. paper)
020			_a141661074X (pbk. : alk. paper)
043			_an-us---
040			_dMWE
050	0	0	_aLB1031 _b.T67 2010
082	0	0	_a371.39/4 _222
100	1		_aTomlinson, Carol A.
245	1	0	_aLeading and managing a differentiated classroom / _h[book]
260			_aAlexandria, Va. : _bASCD, _cc2010.
300			_axix, 187 p. : _bill. ; _c25 cm.
504			_aIncludes bibliographical references (p. 176-179) and index.
505	0		_aPt. I. Leading a differentiated classroom. Understanding differentiation in order to lead : aiming for fidelity to a model ; Teaching what you believe : a philosophy to guide teachers who lead for differentiation ; The invitation to be part of a vision : talking with students, parents, and other educators about differentiation -- Pt. II. Managing a differentiated classroom. Learning environment : setting the stage for academic success ; Classroom routines : preparing for the work ahead ; Routines in a differentiated classroom : once the work begins ; Yes, but--common sticking points about differentiation.
520			_aToday's teachers are responsible for a greater variety of learners with a greater diversity of needs that ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. The authors tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot--and will not--move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. The authors argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
650		0	_aIndividualized instruction _zUnited States.
650		0	_aInclusive education _zUnited States.
650		0	_aClassroom management _zUnited States.
700	1		_aImbeau, Marcia B.
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942			_2ddc _cBKS
999			_c14807 _d14807