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Informationen zum Autor Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia's Teacher of the Year in 1974. She is professor of educational leadership, foundations, and policy at the University of Virginia's Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirector of the University of Virginia's Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator's guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms. Klappentext Engage students with a rich curriculum that strengthens their capacity as learners and thinkers!Every learner is somewhere on a path toward expertise in a content area. This resource promotes a model for developing high-quality curriculum that moves learners along the continuum toward expertise and provides sample units and rubrics to help implement differentiated curriculum. Teachers can use four curriculum parallels that incorporate Ascending Intellectual Demand to: Determine current student performance levels Appropriately challenge all students in each subject area Extend the abilities of students who perform at advanced levels Provide learning activities that elevate analytical, critical, and creative thinking Zusammenfassung Packed with sample units! rubrics! and more! this updated bestseller helps teachers develop and implement a curriculum that moves students along the continuum toward expertise. Inhaltsverzeichnis Preface to the Second Edition Acknowledgments About the Authors 1. The Rationale and Guiding Principles for an Evolving Conception of Curriculum A Word to New Readers About This Chapter Reasons for Another Curriculum Model Theoretical and Research-Based Underpinnings of the Parallel Curriculum Model 2. An Overview of the Parallel Curriculum Model A Look at the Four Curriculum Parallels The Core Curriculum The Curriculum of Connections The Curriculum of Practice The Curriculum of Identity Curriculum Combining the Four Parallels Planning Quality Curriculum Ensuring Fidelity to the Parallel Curriculum Model Looking Ahead in the Book 3. Thinking About the Elements of Curriculum Design The Big Picture Planning Quality Curriculum Some Key Components of Curriculum Design Components of a Comprehensive Curriculum Plan Content/Standards Assessment Introductory Activities Teaching Methods Learning Activities Grouping Strategies Products Resources Extension Activities Differentiation Based on Learner Need (Including AID) Lesson and Unit Closure Remodeling a Unit Using the Comprehensive Curriculum...
