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krpollard's review against another edition
3.0
This was a very inspiring text with many good ideas for differentiation, and overall I would recommend international school teachers and especially international school administrators read this. However, I only gave the text three stars because for one, I disagree with much on the chapter behind girls and boys learning differently. The authors discuss much of the science, which I also question in terms of nature vs. nurture, and then fail to responsibly address the implications of these studies. And second, I found that there wasn't enough emphasis on how to make differentiation happen in less than ideal environments. For example, I teach in a school where collaboration doesn't happen and where I teach five or six classes each at different grade levels. The authors admit that differentiation is hard at first, but give few recommendations for a person in my situation, which makes me feel somewhat helpless. I resent the idea that the quality of my teaching is at the mercy of the quality of the school in which I teach.
ricksilva's review against another edition
3.0
This book covers differentiation in education, from the specific perspective of international schools. It covers a very wide range of topics, from language acquisition to learning differences and learning styles to gender, and specific international school considerations like the International Baccalaureate program.
As such, the book tries to do too much, and the quality of the research and writing is uneven. The authors are upfront about not wanting to simply provide a collection of tips and tricks, but their constant refrain that differentiation does not have to be excessively time-consuming (as in different lesson plans for each student), is never really backed up by significant practical advice on conquering the obstacles of planning time requirements. At best, vague suggestions are given such as making use of collaboration, but again without enough practical examples on what that collaboration needs to look like.
One chapter that did stand out in a positive way involved differentiation of assessment for mathematics, allowing leveled assessment challenges with emphasis on student choice. This was by far the most detailed and comprehensive section in the book, and it had some excellent ideas that could easily be adapted to any subject and most grade levels.
Beyond that, there were good ideas on using library resources, some useful overviews of the needs of students with learning differences and students learning in a non-native language, and a good discussion of inclusiveness in the IB program (though this last one was more of value to administrators).
The chapter on gender was problematic for me, as it came off as dismissive of feminist approaches to education, heavily focusing on biological differences between genders while ignoring, for example, societal pressures that have discouraged girls from seeking out challenging work in math and science. The perspective seemed to be that feminism had achieved its goals by the end of the 1970s and that there was no further work to be done in that area.
I was also disappointed that a chapter on gender in a book on differentiation did not at all address gender nonconforming students (or LGBT learners in general).
There are some good pieces here, but the overall thematic elements are only loosely held together, and in the end, I would have liked more practical techniques that I could put to use on a day to day basis in the classroom.
As such, the book tries to do too much, and the quality of the research and writing is uneven. The authors are upfront about not wanting to simply provide a collection of tips and tricks, but their constant refrain that differentiation does not have to be excessively time-consuming (as in different lesson plans for each student), is never really backed up by significant practical advice on conquering the obstacles of planning time requirements. At best, vague suggestions are given such as making use of collaboration, but again without enough practical examples on what that collaboration needs to look like.
One chapter that did stand out in a positive way involved differentiation of assessment for mathematics, allowing leveled assessment challenges with emphasis on student choice. This was by far the most detailed and comprehensive section in the book, and it had some excellent ideas that could easily be adapted to any subject and most grade levels.
Beyond that, there were good ideas on using library resources, some useful overviews of the needs of students with learning differences and students learning in a non-native language, and a good discussion of inclusiveness in the IB program (though this last one was more of value to administrators).
The chapter on gender was problematic for me, as it came off as dismissive of feminist approaches to education, heavily focusing on biological differences between genders while ignoring, for example, societal pressures that have discouraged girls from seeking out challenging work in math and science. The perspective seemed to be that feminism had achieved its goals by the end of the 1970s and that there was no further work to be done in that area.
I was also disappointed that a chapter on gender in a book on differentiation did not at all address gender nonconforming students (or LGBT learners in general).
There are some good pieces here, but the overall thematic elements are only loosely held together, and in the end, I would have liked more practical techniques that I could put to use on a day to day basis in the classroom.
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