Differentiated Instruction and Implications for Teaching
Deadline: 1 December 2011
TESOL is accepting proposals for a new title, Differentiated Instruction and Implications for Teaching. The volume will have a single author or a lead author who organizes and manages a team of authors to ensure consistency in coverage and style.
Description. Differentiated instruction (DI) aims to maximize learning for all students—regardless of skill level, background, or learning profile. Because learners learn different amounts and at different rates from the same lesson, DI, as an instructional concept, seeks to respond to the needs of diverse learners by employing the best classroom teaching practices and strategies available to date. The need for differentiating instruction based on students’ varying academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning provides teachers with a unique opportunity to create different pathways for learning and to connect with students’ individual learning strategies. By differentiating instruction to maximize student success, teachers are thus able to adjust the curriculum and mode of information presentation to learners’ concepts and skills, provide appropriate levels of challenge for all students, and even more important, to match tasks, activities, and assessments with their students’ interests, abilities, and learning preferences, all while becoming more attentive and responsive to their students’ individual cognitive, metacognitive, and social/affective learning needs.
The goal of this volume is to provide a resource for classroom teachers and teacher educators in the area of differentiated instruction practices and processes. The volume seeks to explore possible approaches, models, principles, and techniques related to effective differentiated instruction at the classroom and program levels. It will reflect current theory, address the topic of differentiated instruction within the context of English language learning, and be of practical value to classroom teachers and teacher educators.
Audience. The audience for this volume is primarily classroom teachers and teacher educators in English language programs within higher education, private language schools, and other contexts. The book would also be of value in teacher education programs to train preservice teachers in effective differentiated instruction techniques and increase awareness of current issues.
Volume Editors/Contributors. Qualifications include demonstrated editorial and writing experience in the field of TESOL, scholarly background with topics in TESOL, experience in educating and training teachers in the volume’s topic area, TESOL membership, and availability through volume completion.
Initial Proposal Submission.
Please complete the TESOL book proposal form. Fill out all parts of the form that are relevant to your project.
Please submit one or two draft chapters. Although the chapters do not have to be in final form, they are extremely helpful in enabling reviewers to clearly see the focus of the content and the quality of the writing. TESOL uses the style guidelines from the Publications Manual of the American Psychological Association, 6th Edition.
Copyright. TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published, currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright.