Praise for the first edition:
“Smutny and von Fremd's very special talent is in helping adults nurture and cherish the creativity and learning joy that is so intrinsic in young children.”
—Susan Winebrenner, Author and Staff Development Specialist
Education Consulting Service, Inc.
“The authors use teacher voices, classroom stories, and solid foundations to guide the reader's thinking. Practical examples and specific guidelines make the book very useful without resorting to templates or gimmicks!”
—Carol Ann Tomlinson, Professor
University of Virginia
Praise for the second edition:
“Using the ideas presented in this book make teaching and learning more personalized and exciting for both teachers and their students. This book provides a breath of fresh air for the teaching profession!”
—Carole S. Campbell, Educator
Higher Ground Educational Consulting
“This book is chock full of great examples and classroom applications, providing specific guidance and clear-headed advice.”
—Nancy H. McDonough, Second-Grade Teacher
Walter Stillman School, Tenafly, NJ
Meet the highly diverse needs of primary students with these differentiated teaching strategies!
Every student who walks through the classroom door brings special gifts to the learning table. Differentiating for the Young Child helps primary teachers value and support the unique experiences and learning styles of diverse young learners.
Joan Franklin Smutny and S.E. von Fremd offer strategies and methods for promoting creative thinking and intellectual discovery across key discipline areas. They also tackle issues relating to underserved students and discuss differentiated technology use. Revised to make differentiated learning easier, this second edition:
Includes new charts with high- to low-preparation strategies for differentiating lessons in math, science, social studies, and language arts; Presents new focus questions to help teachers clarify their own priorities and target student needs efficiently; Offers Web sites for further reference
Because the primary grades influence all the years that follow, this resource helps early childhood and primary teachers use creative, differentiated teaching strategies to meet the individual learning needs of all young children and encourage their future academic success.
Assessing Primary Learners
One must always tell what one sees. Above all, which is more difficult, one must always see what one sees.
In a longitudinal study, Torrance (1980) tells the story of Tammy Debbins, a talented first grader from the projects with an IQ of 177. Like many young children, Tammy had an imaginary friend. The school didn't understand this and never saw her potential. By third grade, Tammy's [Page 36]performance and creativity had become average. Torrance reported that Tammy never used her talents in high school or afterward and that her greatest frustration in life was that she wasn't “very smart” (p. 152).
It's easy for us to say that this school failed Tammy Debbins. But 30 years ago, most primary teachers ...