Audrey Rollins

1. Leading and Managing a Differentiated Classroom

1. By: Carol Ann Tomlinson and Marcia B. Imbeau
2. Published in 2010
2. Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary
Classrooms
1. By: Carol Ann Tomlinson, Carolyn M. Callahan, Ellen M. Tomchin, Nancy Eiss, Marcia Imbeau,
Mary Landrum
2. Published in 1997
3. Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners
1. By: Carol A. Tomlinson, Ellen M. Tomchin, Carolyn M. Callahan, Cheryll M. Adams, Paula
Pizzet-Tinnin, Caroline M. Cunningham, Barbara Moore, Lori Lutz, Chris Roberson, Nancy Eiss,
Mary Landrum, Scott, Hunsaker, Marcia Umbeau
2. Published in 1994

Summary of Leading and Managing a Differentiated Classroom

Chapter 1: Understanding Differentiation in Order to Lead

Most teachers do differentiation, but do not understand the thought process of differentiation
behind the strategies. There are several misunderstandings of differentiation that educators have. This
chapter gives educators the basics of differentiation. There are seven key points of differentiated
instruction; the students background plays a roll in how they learn, how each student is different affects

his or her learning style, educators must make sure that every student is learning the material, constantly
reevaluate the lessons to connect to each student, educators should understand each students nature, they
must also be flexible, and they should always ask what each student needs individually. While teaching, it
is imperative for the educator to focus on the students individually and not as a class. These are key to
apply to content, process, product, affect, readiness, interest, and learning profile.
When differentiating in a classroom there are several areas to focus on. In a classroom, the
content of the lesson is important, but how the information is presented is key in differentiation. When
teaching a lesson it is important to show how the students can use the material outside of the classroom.
Affect is incredibly important when teaching because the attitude of the student can open or close the
door to academic growth. Also, the readiness of the student is just as important to teaching. In the
classroom a teacher can effectively differentiate while taking the above into mind when writing a lesson
plan, as well as focusing on the learning style, intelligence preference, gender and culture. By doing this
educators can create a well rounded lesson and instruction style.
In the classroom it is important to differentiate and have a well organized and rounded classroom
system. The learning environment, curriculum, assessment, and instruction all play an integral part in
creating a successful and differentiated environment. How the classroom is arranged, decorated, and the
emotional context can inspire learning or hinder it, therefore, having an environment that be welcoming
and organized is important. The curriculum must be engaging and organized to effectively educate
students. Working with the context and content of the curriculum, supporting the students, and working
with tasks all better and reinforce the curriculum. Assessment and instruction go hand in hand, because
every student learns and test takes differently. Aligning the instruction and tailoring the assessment style
to the students needs help reinforce and encourage the student and his learning. Curriculum, instruction
and assessment all depend on each other, and when they all focus on the individual students create a
differentiated classroom and education.