The Differentiated Classroom: Responding to the Needs of All Learners

As a teacher, I have read this book twice: once (1st ed) as "assigned summer reading" for our school's professional development, and most recently (2nd edition) as assigned reading for a class for a masters in curriculum and development for teacher leadership on Differentiated Instruction.No question, ANY teacher learning about differentiated instruction should read Tomlinson -- she is not only one of the primary experts in the area, but she is engaging and readable. While we know teachers are far from lazy about reading (!), they ARE very limited on time, so I say this in all practicality: it is a fast and accessible read with insights that can be put to immediate use. There are a range of books on differentiation by Tomlinson or by others; this title is a good overall entry point to the subject, appropriate for anyone new or intermediate to the subject, or reviewing existing practices. There are other books in Tomlinson's series on differentiation that present more specific strategies for targeted aspects of differentiation; this book is more overview than specific "how to" approaches.In that sense, I recommend this title as a "Differentiation 101" introduction, but I do have other titles that I have found more useful, once I read further. For example, Tomlinson's book on writing rubrics, or subject/grade area titles offer more specific instructions for daily use. I also recommend anything by Rick Wormeli.As much as this book is the "go to" text on differentiation, I found that I was looking for less theory and more on how to identify individual student needs to match them with need-specific approaches. In this sense, I preferred. the book Carol Ann Tomlinson co-wrote with David Sousa: Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. My other absolute favorite for identifying and solving individual student needs s M. Searle's Causes and Cures in the Classroom.

This is the first time I have read a book on differentiation. This is just the book for anyone who wants to know with certainty what is differentiation and what it is not. The author traces the idea of differentiation back to Jewish and Muslim traditions which state that "people differ in their abilities and degrees." After this, she discusses with precision the different aspects of a differentiated classroom (chapter 2) and supports her arguments effectively by relying on recent brain research (chapter 3). She also tells us what it is not by providing in depth discussion of heterogeneous and homogeneous groups, and the so-called remedial classes. Differentiation is neither about the way you place chairs in the classrooms. Ms. Tomlinson hammers all the way that differentiation is linked to teacher's attitude toward the differences that may be found in one classroom: differences in interests, learning profiles, readiness, and motivations. The first five chapters in the book give a clear definition of what differentiation is in theory and why it should be present in the classroom. From chapters 6 to 9, she provides clear examples of teaching strategies and assessments that promote differentiation. Chapters 9 and 10 address teachers who are about to get involved in differentiation in the classroom. The book is readable and the examples are quite effective illustrating the strategies. It is also important to note that Ms. Tomlinson does not expect this to be a straitjacket, but rather a philosophy that opens different alternatives according to the multiple needs, interests, readiness levels, and motivations of the students. This was a great book to me and I felt that I was well-informed. The hard part now is putting into practice.

This book gave me a lot to think about. After teaching full time for two years, it became obvious that a one size fits all approach was not working. My advanced students were not being challenged. My students who were a little behind were not getting the specific guidance needed. This book gave me some great ideas on how to give each group what they needed. I would have liked more specific detail, but I don't think that was the purpose of this book. It is a great starting point and makes a good case for differentiation. I would have liked more examples of use in higher education (I don't recall any examples.) Overall, a good book that would help any teacher struggling to meet the needs of the different students in their classes.

Very good quality. Came very quickly too.

Carol Ann Tomlinson wrote the book as we should teach; it is geared towards all levels of teachers from the newest in the classroom to the most seasoned. The ideas presented in this book, if put into practice will strengthen both the teacher and the students. It is time to offer learning opportunities to all learners so that each one becomes able to engage in and understand content. The strategies offered will “ignite a fire and be a light“ to the readers. I guarantee you will see relevance in what Carol Ann Tomlinson is talking about.

I am reading this book for a class, and unlike all other books I've had to read for school (either as a teacher or a student), this book is one I would have been happy to read for myself. The early chapters capture the essence of the mindset that leads to differentiation. It's both inspiring and challenging, a wonderful catalyst for self-reflection. The language is clear, concise, avoids useless jargon, and jumps right to the heart of the matter.

This is a great value for the textbook and I’ve actually used it in multiple classes. Way less expensive than the university bookshelf price

These are great ideas in theory, but unrealistic in today’s classroom and educational system.