The Differentiated Classroom: Responding to the Needs of All Learners


Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, Va: Association for Supervision and Curriculum Development.

In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests.
With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson 

  • Explains the theoretical basis of differentiated instruction.
  • Explores the variables of curriculum and learning environment. 
  • Shares dozens of instructional strategies.

Goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners.
This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. 
Today more than ever, The Differentiated Classroom is a must-have staple for every teacher’s shelf and every school’s professional development collection.

Table of Contents:

  • Preface to the Second Edition
  • Chapter 1. What Is a Differentiated Classroom?
  • Chapter 2. The Underpinnings of Differentiation
  • Chapter 3. Rethinking How We Do School—and for Whom
  • Chapter 4. Learning Environments That Support Differentiated Instruction
  • Chapter 5. Good Curriculum as a Basis for Differentiation
  • Chapter 6. Teachers at Work Building Differentiated Classrooms
  • Chapter 7. Instructional Strategies That Support Differentiation
  • Chapter 8. More Instructional Strategies to Support Differentiation
  • Chapter 9. How Do Teachers Make It All Work?
  • Chapter 10. Education Leaders as Catalysts for Differentiated Classrooms
  • A Final Thought
  • Appendix: Tools to Guide Planning for Differentiated Instruction
  • Bibliography
  • About the Author
  • Related ASCD Resources: Differentiated Instruction
  • An ASCD Study Guide for The Differentiated Classroom: Responding to the Needs of All Learners (2nd Edition)
  • Copyright