8 articles

insruction such as lesson planning, grading and intervention. 

The book also discusses important strategies and methods that

 teachers can use in the classroom.

"Glass, bug & mud represents a car windshield.  Glass represents the students who fully understands the

 concept being taught, bug represents the students who do not fully understanding the concept, but has a

foundation, and mud represents the students who have no understanding of the concept.

"Restructuring the Classroom" is a study of two teachers who changed

 their inclusion classroom to reflect a differentiated classroom. 

Using a four-part instructional method of differentiated strategies,

the teachers saw an increase in student testing and understanding of

in math.

Author Holli Levy explains the 3 different ways to diffetentiate instruction:

*Content:  What we teach

*Process: How we teach & How students learn

*Product: How students demonstrate what they have learned

Authors, Pierce & Adams explains the components of a differentiated CIRCLE map which

 stands for Creating an Integrated Response for Challenging Learners Equitably.

 The four parts to a CIRCLE map are:

*Classroom management

*Anchoring activities

*Differentiated Instruction strategies

*Differentiated assessment

Pierce and Adams concludes the article with steps to create a tiered math lesson based off of students' readiness levels.

Anderson & Hunt explains that math stations are an example of a tiered activity.  They use the three ways

of differentiation in Levy's article

 "Meeting the Needs of All Students throughDifferentiated Instruction".  As a review assignment on fractions,

 the teacher in the article uses  two types of stations to reinforce the concept:

*Proof place station: for students who understand the concept and is ready for

more advanced math problems.

*Teacher station: For students struggling on fractions and need to review

 basic understanding of fractions.

Many teachers find it difficult to challenge advanced students when the rest of the class is struggling.  This article explains that differentiated instruction is not just for struggling students, but also to challenge advance students.  In the article, Gifted students were surveyed about their area of concern in the classroom.  The results were 

respect, engagement, challenge, and opportunity for creativity & flexibility.  Suggestions are presented that can be used to show gifted students that they are not being overlooked in the classroom, engaged with activities that are challenging, but not just "busy" work and give students room to be creative.

Teaching students how to take responsibility fortheir learning is an important lesson that all students should learn.  "The power of choice" presents the reader with differentiated strategies that allow students to decide which tiered activity meets their needs.  The process of teaching students this valuable lesson is also presented in the article. 

Tomlinson is one of the leading advocates for differentiated instruction.  In this artice, she explains that differentiation can be complex and difficult to incorporate into a school who is unfamiliar with the key concepts.  Tomlinson provides strategies for administration, teachers and school districts to use so that they are sucessfully with differentiated instruction.