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Differentiating Instruction, Part I

  Volume 1  |  Issue 5

In this issue of ASCD Express, we'll see some of the different ways educators are differentiating instruction in their classrooms to benefit students of all abilities and backgrounds.

What Really Matters in Teaching? (The Students)

Responsive or differentiated teaching means a teacher is as attuned to students' varied learning needs as to the requirements of a thoughtful and well-articulated curriculum, with an eye to supporting maximum success for each learner.

Learn about responsive or differentiated teaching techniques in this sneak preview of the forthcoming ASCD book by Carol Ann Tomlinson and Jay McTighe, Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids.  more  

Differentiating Instruction

When students are diverse, teachers can either "teach to the middle" and hope for the best, or they can face the challenge of diversifying their instruction.  more 

The Common Sense of Differentiation: Meeting Specific Learner Needs in the Regular Classroom

A video clip from the new ASCD DVD on differentiation features Carol Ann Tomlinson's commentary on classroom practices and features teachers using differentiation techniques and strategies to improve instruction. 

 watch the video  |  read the transcript 

Differentiating Instruction: Inclusion or Intrusion?

Many educators and parents worry that segregating children with special needs from their peers in school deprives those children from the educational and social experiences they need to thrive in a complex world.   more 

Serving Gifted Students in the Regular Classroom

Most educators agree that, when done right, differentiated instruction can help teachers better meet the learning needs of more of their students. What's unclear, however, is whether gifted children with exceptional needs can truly thrive in the mixed-ability classroom.   more   

The Diverse Challenges of Multiculturalism

The blend of ethnicities and value systems often places teachers in a "cultural minefield" where they must navigate a careful path of trying to respect the sensibilities of many different groups.   more 

Invitations to Learn

Students care deeply about learning when their teachers meet their need for affirmation, contribution, purpose, power, and challenge.  more 

Values: The Implicit Curriculum In this fifth article in our 10-article series on Teaching the Whole Child, Lawrence Kohn describes how Quest High School in Humble, Texas, builds positive relationships among students and faculty, fosters students' intellectual curiosity, and prepares students to deal with an ever-changing world. Three initiatives in particular—a student advisory program known as family; an authentic service learning program; and a senior exhibition process—develop students' emotional, social, moral, and intellectual skills, preparing them to be lifelong learners and productive members of society.  more

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Editorial Team		Lead Editor: Rick Allen Issue Editors: Kathy Checkley, John Franklin, Laura Varlas Feature Editor: Miriam Goldstein
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