http://www.ascd.org/research_a_topic/Education_Topics/Differentiating_Instruction.aspx
ASCD Link to articles related to Differentiated Instruction
http://www.ascd.org/publications/educational_leadership/sept09/vol67/num01/toc.aspx
Teaching for the 21st Century – ASCD articles
DO YOU WANT TO RESEARCH A SPECIFIC TOPIC?
Have a topic? Search all ASCD Articles and type in your area. For example, “Math manipulatives”
Follow this link:
http://www.ascd.org/Publications/Educational_Leadership/Search_Articles.aspx
Need an action research topic that is research based and current best practice: Follow this link and explore:
http://www.ascd.org/research_a_topic.aspx
Response to Intervention (RTI)
What Is Response to Intervention?
http://www.ascd.org/research_a_topic/rti.aspx
Follow this link or click the blue font below while holding the control button:
Resources on this page are organized around the three tiers associated with RTI:
§ Tier 1: Whole-class materials
§ Tier 2: Materials for targeted groups (e.g., English language learners and underachieving populations)
§ Tier 3: Materials for individuals requiring special and individualized interventions
Tier 1: Whole-Class Materials
ASCD has a rich set of resources that can be used to promote the achievement of all students.
Implementing Research-Based Teaching
§ PD In Focus (online service)
§ Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (book)
§ Professional Development for Differentiating Instruction: An ASCD Action Tool
§ The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (book)
§ Understanding by Design, Expanded 2nd Edition (book)
§ How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition (book)
§ Educational Leadership, September 2006: Teaching to Student Strengths (article)
Classroom Management
§ Classroom Management That Works: Research-Based Strategies for Every Teacher (book)
§ The Educator's Guide to Preventing and Solving Discipline Problems (book)
§ Beyond Discipline: From Compliance to Community (book)
§ Classroom Management That Works (DVD)
§ Educational Leadership, September 2008: The Positive Classroom (article)
Closing Achievement Gaps
§ Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded 2nd Edition (book)
§ Closing the Achievement Gap: A Vision for Changing Beliefs and Practices (book)
§ Building Background Knowledge for Academic Achievement: Research on What Works in Schools (book)
§ Detracking for Excellence and Equity (book)
§ Managing Diverse Classrooms (book)
§ Building Background Knowledge Through Wide Reading: A Five-Step Process (DVD)
§ Educational Leadership, November 2004: Closing Achievement Gaps (article)
Effective Assessment Practices
§ The Power of Formative Assessment to Advance Learning (DVD)
§ Transformative Assessment (book)
§ Checking for Understanding: Formative Assessment Techniques for Your Classroom (book)
§ How To Give Effective Feedback to Your Students (book)
§ Classroom Assessment and Grading That Work (book)
§ How To Informally Assess Student Learning (DVD)
§ Educational Leadership, December 2007/January 2008: Informative Assessment (article)
Tier 2: Materials for Targeted Groups
ASCD has a rich set of research-based resources that can be used to promote the achievement of students in targeted groups.
English Language Learners
Classroom Instruction That Works with English Language Learners (book)
§ Getting Started with English Language Learners: How Educators Can Meet the Challenge (book)
§ Strategies for Success with English Language Learners: An ASCD Action Tool
§ Raising the Literacy Achievement of English Language Learners (DVD)
§ Educational Leadership, April 2009: Supporting Language Learners (article)
Struggling Students
§ Educating the Whole Child: An ASCD Action Tool
§ Getting to "Got It!": Helping Struggling Students Learn How to Learn (book)
Preventing Early Learning Failure (book)
§ Classroom Strategies for Helping At-Risk Students (book)
§ Teachers as Classroom Coaches: How to Motivate Students Across the Content Areas (book)
§ Breaking Through Barriers to Achievement (DVD)
§ Educational Leadership, February 2006: Helping Struggling Students (article)
Tier 3: Materials for Students with Special Needs
ASCD has a rich set of research-based resources that can be used to promote the achievement of students with special needs.
Designing Personalized Learning for Every Student (book)
§ Creating an Inclusive School, 2nd Edition (book)
§ Personalizing the High School Experience for Each Student (book)
§ Educational Leadership, February 2007: Improving Instruction for Students with Learning Needs (article)
Instruction (General)
§ The Art and Science of Teaching DVD Series
§ The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction
§ Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
§ The Differentiated School: Making Revolutionary Changes in Teaching and Learning
§ Improving Student Learning One Teacher at a Time
§ Instruction That Measures Up: Successful Teaching in the Age of Accountability
§ Never Work Harder Than Your Students and Other Principles of Great Teaching
§ Qualities of Effective Teachers, 2nd Edition
Formative Assessment
§ Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders
§ Assessment for 21st Century Learning DVD Series
§ Checking for Understanding: Formative Assessment Techniques for Your Classroom
§ Exploring Formative Assessment (The Professional Learning Community Series)
§ Formative Assessment in Content Areas Series DVD
§ Formative Assessment Strategies for Every Classroom: An ASCD Action Tool
Using Data
§ A Visit to a Data-Driven School District DVD and Viewer's Guide
§ Educational Leadership December 2008/January 2009—Data: Now What?
Books
*Better Answers-Written Performance that Looks Good and Sounds Smart by Ardith Davis Cole
*Mosaic of Thought-The Power of Comprehension Strategy Instruction-By Elin Oliver Kenne and Susan Zimmermann
*The First Days of School -How to Be An Effective Teacher by Harry K. Wong and Rosemary Tripi Wong
*Teaching with the Brain in Mind by Eric Jensen
*The Differentiated Classroom by Carol Ann Tomlinson
*The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser
*Worksheets Don't Grow Dendrites: 20 Instructional Strategies that Engage the Brain by Marcia Tate (2003)Thousand Oaks, CA: Corwin, Press, Inc.
*Writing Essentials, by Regie Routman
*Teaching Smarter by Sandy LaBelle
*Teaching SmarterII by Sandy LaBelle
*Teaching with Intention, by Debbie Miller
*Enhancing Professional Practice - A Framework for Teaching by Charlotte Danielson
*Permission to Forget by Lee Jenkins
*Summarization in Any Subject: 50 Techniques to Improve Student Learning by Rick Wormeli
*Guiding Readers and Writers by Irene C. Fountas and Gay Su Pinell
*Education of the Gifted and Talented (4th ed) by G. Davis and S. Rimms
*Vygotsky in the classroom: mediated literacy instruction and assessment by L. Dixon-Krauss
*Differentiated instructional strategies: one size doesn’t fit all by G.H. Gregory & C. Chapman
*Differentiating instruction in the regular classroom: how to reach all and teach all learners grades 3-12 by D.
Heacox
*Completing the puzzle: the brain-based approach by E. Jensen (1996)
*6 + 1 Traits of Writing: the Complete Guide Grades 3 and Up by R. Culham (2003)
*Education of the Gifted and Talented (4th ed.), by G. Davis and S. Rimms ((1998)
*Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment by L. dixon-Krauss (1996)
*Differentiated instructional Strategies: One Size Doesn't Fit All by G.H. Gregory and C. Chapman (2002)
*Differentiating Instruction in the Regular Classroom: How to Reach All and Teach All Learners Grades 3 - by D. Heacox (2002)
*How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed) by C.A. Tomlison (2001)
*Completing the Puzzle: the Brain-based Approach by E. Jensen (1996)
*The Schools We Have, The Schools We Want by J. Nehring (1992)
*How the Brain Learns: a Classroom Teacher's Guide by D. Sousa (1995)
*Creating Writers (4th ed) by V. Spandel (2005)
*A Celebration of Neurons: an Educator's Guide to the Brain by R. Sylwester (1995)
*The Differentiated Classroom: Responding to the Needs of all Learners by C.A. Tomlison (1999)
*Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the
Academic Needs of the Gifted and Talented by S. Winebrenner (2001)
*Powerful Learning by R. Brandt (1998)
*Mosaic of Thought-The Power of Comprehension Strategy Instruction-By Elin Oliver Kenne and Susan Zimmermann
*The First Days of School -How to Be An Effective Teacher by Harry K. Wong and Rosemary Tripi Wong
*Teaching with the Brain in Mind by Eric Jensen
*The Differentiated Classroom by Carol Ann Tomlinson
*The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser
*Worksheets Don't Grow Dendrites: 20 Instructional Strategies that Engage the Brain by Marcia Tate (2003)Thousand Oaks, CA: Corwin, Press, Inc.
*Writing Essentials, by Regie Routman
*Teaching Smarter by Sandy LaBelle
*Teaching SmarterII by Sandy LaBelle
*Teaching with Intention, by Debbie Miller
*Enhancing Professional Practice - A Framework for Teaching by Charlotte Danielson
*Permission to Forget by Lee Jenkins
*Summarization in Any Subject: 50 Techniques to Improve Student Learning by Rick Wormeli
*Guiding Readers and Writers by Irene C. Fountas and Gay Su Pinell
*Education of the Gifted and Talented (4th ed) by G. Davis and S. Rimms
*Vygotsky in the classroom: mediated literacy instruction and assessment by L. Dixon-Krauss
*Differentiated instructional strategies: one size doesn’t fit all by G.H. Gregory & C. Chapman
*Differentiating instruction in the regular classroom: how to reach all and teach all learners grades 3-12 by D.
Heacox
*Completing the puzzle: the brain-based approach by E. Jensen (1996)
*6 + 1 Traits of Writing: the Complete Guide Grades 3 and Up by R. Culham (2003)
*Education of the Gifted and Talented (4th ed.), by G. Davis and S. Rimms ((1998)
*Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment by L. dixon-Krauss (1996)
*Differentiated instructional Strategies: One Size Doesn't Fit All by G.H. Gregory and C. Chapman (2002)
*Differentiating Instruction in the Regular Classroom: How to Reach All and Teach All Learners Grades 3 - by D. Heacox (2002)
*How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed) by C.A. Tomlison (2001)
*Completing the Puzzle: the Brain-based Approach by E. Jensen (1996)
*The Schools We Have, The Schools We Want by J. Nehring (1992)
*How the Brain Learns: a Classroom Teacher's Guide by D. Sousa (1995)
*Creating Writers (4th ed) by V. Spandel (2005)
*A Celebration of Neurons: an Educator's Guide to the Brain by R. Sylwester (1995)
*The Differentiated Classroom: Responding to the Needs of all Learners by C.A. Tomlison (1999)
*Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the
Academic Needs of the Gifted and Talented by S. Winebrenner (2001)
*Powerful Learning by R. Brandt (1998)
Resources
*Caine, R.N. (2000). Building the bridge from research to classroom. Educational Leadership, 58, 59-65.
*Caulfield, J., Kidd, S., & Kocher, T. (2000). Brain-based instruction in action. Educational Leadership, 58, 62-65.
*Culham, R. (1999). 6 + 1 traits for revision. Instructor, 113, 14-15.
*Douglas, D. (2004). Self-advocacy: encouraging students to become partners in differentiation. Roeper Review,
26, 223-228.
*Ebner, E.F. (1996). Teaching the brain to learn. Peabody Journal of Education, 71, 143-151.
*Feng,S.,&Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders'
writing. Reading Improvement, 42, 67-72.
*Fisher, D., Frey, N. & Williams, D. (2002). Seven literacy strategies that work. Educational leadership, 60, 70-73.
*Friend, M., & Pope, K.L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 41,
56-61.
*Gardiner, S. (2000). Teaming up to integrate technology into a writing lesson. Learning and Leading with
Technology, 28, 22-27.
*Gardner, H. (2003). Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, 77, 200-203.
*Greenleaf, R.K. (2003). Motion and emotion in student learning. The Education Digest, 69, 37-42.
*Heitman, J. (2005) Picture this: using picture books to teach writing skills. Library Media Connection, 23, 36-38.
*James, L.A., Abbott, M., & Greenwood, C.R. (2001). How adam became a writer. Teaching Exceptional Children,
33, 30-37.
*Johnstone, S. (2001). Creative writing for early elementary. Montessori Life, 13, 48-49.
*Jorgenson, O. (2003). Brain scam? Why educators should be careful about embracing 'brain research'. The
Educational Forum, 67, 364-369.
*Kapusnick, R.A.,&Hauslein, c.M. (2001). The 'silver cup' of differentiated instruction. Kappa Delta Pi Record, 37,
156-159.
*Kern, D., Andre, W., Schilke, R., Barton, J., &McGuire, M.C. (2003). Less is more: preparing students for state
writing assessments. The Reading Teacher, 56, 816 - 826.
*King-Friedrichs, J. (2001). Brain-friendly techniques for improving memory. Educational leadership, 59, 76-79.
*Lawrence-Brown, D. (2004). Differentiated instruction: inclusive strategies for standards-based learning that
benefit the whole class. American Secondary Education, 32, 34-62.
*McMackin, M. & Witherell, N. (2003). Using differentiated activities to enhance comprehension for all learners.
The New England Reading Association Journal, 39, 11-15.
*Myrah, G.E. & Erlauer, L. (1999). The benefits of brain research: one district's story. High School Magazine, 7, 34-
40.
*Olenchak, F.R. (2001). Lessons learned from gifted children about differentiation. the Teacher Educator, 36, 185-
198.
*Pauwels, P., & Hess, C. (2001). The road less traveled. Kappa Delta Pi Record, 37, 164-167.
*Prigge, d.J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in School and Clinic, 37,
237-241.
*Renzulli, J.S. & Reis, S.M. (1998). Talent development through curriculum differentiation. NASSP Bulletin, 82, 61-
74.
*Saddler, B., & andrade, H. (2004). The writing rubric. Educational leadership, 62, 48-52.
*Shapiro, L. (2004). A writing program that scores with the 6-trait model. The New England Reading Association
Journal, 40, 35-40.
*Tomlinson, c.A. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26, 188-189.
*Tomlinson, C.A. & Kalbfleisch, M.L. (1998). Teach me, teach my brain: a call for differentiated classrooms.
Educational leadership, 56, 52-55.
*Weinberger, N.M. (1998). Brain, behavior, biology, and music: some research findings and their imnplications for
educational policy. Arts Education Policy Review, 99, 28-36.
*Caulfield, J., Kidd, S., & Kocher, T. (2000). Brain-based instruction in action. Educational Leadership, 58, 62-65.
*Culham, R. (1999). 6 + 1 traits for revision. Instructor, 113, 14-15.
*Douglas, D. (2004). Self-advocacy: encouraging students to become partners in differentiation. Roeper Review,
26, 223-228.
*Ebner, E.F. (1996). Teaching the brain to learn. Peabody Journal of Education, 71, 143-151.
*Feng,S.,&Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders'
writing. Reading Improvement, 42, 67-72.
*Fisher, D., Frey, N. & Williams, D. (2002). Seven literacy strategies that work. Educational leadership, 60, 70-73.
*Friend, M., & Pope, K.L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 41,
56-61.
*Gardiner, S. (2000). Teaming up to integrate technology into a writing lesson. Learning and Leading with
Technology, 28, 22-27.
*Gardner, H. (2003). Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, 77, 200-203.
*Greenleaf, R.K. (2003). Motion and emotion in student learning. The Education Digest, 69, 37-42.
*Heitman, J. (2005) Picture this: using picture books to teach writing skills. Library Media Connection, 23, 36-38.
*James, L.A., Abbott, M., & Greenwood, C.R. (2001). How adam became a writer. Teaching Exceptional Children,
33, 30-37.
*Johnstone, S. (2001). Creative writing for early elementary. Montessori Life, 13, 48-49.
*Jorgenson, O. (2003). Brain scam? Why educators should be careful about embracing 'brain research'. The
Educational Forum, 67, 364-369.
*Kapusnick, R.A.,&Hauslein, c.M. (2001). The 'silver cup' of differentiated instruction. Kappa Delta Pi Record, 37,
156-159.
*Kern, D., Andre, W., Schilke, R., Barton, J., &McGuire, M.C. (2003). Less is more: preparing students for state
writing assessments. The Reading Teacher, 56, 816 - 826.
*King-Friedrichs, J. (2001). Brain-friendly techniques for improving memory. Educational leadership, 59, 76-79.
*Lawrence-Brown, D. (2004). Differentiated instruction: inclusive strategies for standards-based learning that
benefit the whole class. American Secondary Education, 32, 34-62.
*McMackin, M. & Witherell, N. (2003). Using differentiated activities to enhance comprehension for all learners.
The New England Reading Association Journal, 39, 11-15.
*Myrah, G.E. & Erlauer, L. (1999). The benefits of brain research: one district's story. High School Magazine, 7, 34-
40.
*Olenchak, F.R. (2001). Lessons learned from gifted children about differentiation. the Teacher Educator, 36, 185-
198.
*Pauwels, P., & Hess, C. (2001). The road less traveled. Kappa Delta Pi Record, 37, 164-167.
*Prigge, d.J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in School and Clinic, 37,
237-241.
*Renzulli, J.S. & Reis, S.M. (1998). Talent development through curriculum differentiation. NASSP Bulletin, 82, 61-
74.
*Saddler, B., & andrade, H. (2004). The writing rubric. Educational leadership, 62, 48-52.
*Shapiro, L. (2004). A writing program that scores with the 6-trait model. The New England Reading Association
Journal, 40, 35-40.
*Tomlinson, c.A. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26, 188-189.
*Tomlinson, C.A. & Kalbfleisch, M.L. (1998). Teach me, teach my brain: a call for differentiated classrooms.
Educational leadership, 56, 52-55.
*Weinberger, N.M. (1998). Brain, behavior, biology, and music: some research findings and their imnplications for
educational policy. Arts Education Policy Review, 99, 28-36.
