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Leading and Managing a Differentiated Classroom
The contents of this chapter represent what teachers in successfully differentiated classrooms must create, monitor, and sculpt in order to support the best possible learning outcome for each student. These are the raw materials of teaching. The contents of Chapter 2 will examine why teachers in effectively differentiated classrooms think about their classrooms in the ways that they do, and it will focus on the philosophical underpinnings of differentiation. Comfort with both the what and why is important in a teacher’s ability to lead for differentiation.