Based on research and the authors' experiences over the past seven years at one elementary school, Differentiation at Work, K-5 describes what schoolwide differentiation looks like in real classrooms. Lane Narvaez and Kay R. Brimijoin go beyond the "easy" definition of differentiation and describe why administrators and teachers need to receive training and ongoing support in order to achieve differentiated instruction that is responsive to students' readiness, learning styles, and interests. Their model is based on several core elements, including student feedback, the use of anchor activities, peer (teacher) collaboration, pre-assessment, and curriculum alignment. The book includes sample lesson designs that include supplemental materials, and lessons are categorized by readiness, interest, and learning style differentiation. The authors also address the topic of management and share a set of tools that have proven highly effective for facilitating and enhancing differentiation. Finally, they discuss the challenge of sustaining second order change, the role parents play in nurturing and sustaining such change, and the future possibilities for any school involved in a similar journey.

Join Carol Ann Tomlinson and Cindy A. Strickland in the continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the high school grades, but applicable at all levels, Differentiation in Practice, Grades 9-12 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Inside, you'll find * Annotated lesson plans for differentiated units in English, mathematics, history, science, art, and world languages. * Samples of differentiated product assignments, learning contracts, rubrics, and homework handouts. * An overview of the non-negotiables in differentiated classrooms and guidelines for using the book as a learning tool. * An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners.

No. 2, pt. 2 of November issue each year from v. 19 (1963)-47 (1970) and v. 55 (1972)- contain the Abstracts of papers presented at the Annual Meeting of the American Society for Cell Biology, 3d (1963)-10th (1970) and 12th (1972)-