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"We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms." -- from back of book.

You are watching: How to differentiate instruction in academically diverse classrooms



APA Citation (style guide)

Tomlinson, C. A., & Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. 3rd Edition. Alexandria, Virginia: ASCD.

Chicago / Turabian - Author Date Citation (style guide)

Tomlinson, Carol A. and Carol A. Tomlinson. 2017. How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria, Virginia: ASCD.

Chicago / Turabian - Humanities Citation (style guide)

Tomlinson, Carol A. and Carol A. Tomlinson, How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria, Virginia: ASCD, 2017.

MLA Citation (style guide)

Tomlinson, Carol A.,, and Carol A Tomlinson. How to Differentiate Instruction in Academically Diverse Classrooms. 3rd Edition. Alexandria, Virginia: ASCD, 2017. Print.


Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.

Pub. DateEditionPublisherPhysical Desc.Availability
<2017>3rd Edition.ASCD,xiii, 184 pages : illustration ; 25 cm
Classroom management -- United States.Learning ability.Mixed ability grouping in education -- United States.
Revised edition of: How to differentiate instruction in mixed-ability classrooms / Carol Ann Tomlinson. 2nd ed. Alexandria, Va. : Association for Supervision and Curriculum Development, c2001.

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"We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms." -- from back of book.
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