No More Reading Instruction Without Differentiation

In this book, we argue for an instructional framework that asks teachers to adapt instruction based on the individual student’s needs and interests. We show how to scaffold students’ learning experiences toward lofty goals over the course of several months while also honoring children’s uniqueness. I have seen many, many teachers find new joy in their profession, even after as many as twenty years of presenting traditional whole-class instruction, when they are encouraged to adopt differentiated instruction and given the support they need to do so. They experience firsthand how differentiating instruction can ignite or reignite the love of teaching and learning.

The research examined in the next section supports moving to a student-centered, authentic, academically rigorous learning environment for all children. The evidence is compelling: We must differentiate. Differentiated instructional practices not only promote student achievement and engagement but also are engaging to teachers. Research supports the integration of differentiation within our classrooms and begs us to replace old habits. Section 3 presents specific examples to help make differentiation happen in your classroom and school.

— From Chapter 1

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Email planningservices@heinemann.com if you would like to contact Lynn Geronemus Bigelman directly about professional development support.

Email planningservices@heinemann.com if you would like to contact Debra S. Peterson directly about professional development support.

Email planningservices@heinemann.com if you would like to contact Nell K Duke directly about professional development support.

Speakers

• Invite Ellin Oliver Keene, Consulting Author to speak at your school, district, or conference through Heinemann Speakers.

Email planningservices@heinemann.com if you would like to contact Ellin Oliver Keene directly about professional development support.