Barbara R. Blackburn, a Top 30 Global Guru in Education, has taught early childhood, elementary, middle, and high school students and has served as an educational consultant for three publishing companies. In addition to speaking at international, national, and state conferences, she also regularly presents workshops for teachers and administrators in elementary, middle, and high schools. She is the author of numerous books, including the bestseller Rigor Is Not a Four-Letter Word.

• Acknowledgements; eResources; Meet the Author; Introduction; Chapter 1: Rigor and Differentiation; Chapter 2: Learning Portraits; Chapter 3: Expectations; Chapter 4: Differentiating Instructional Support to Increase Rigor; Chapter 5: Differentiating a Rigorous Demonstration of Learning; Chapter 6: Managing the Rigorous, Differentiated Classroom; Chapter 7: Common Concerns; Chapter 8: Leading Change for Rigor in the Differentiated Classroom; Bibliography

"This very practical guide models what it advocates. It is rooted in clear and worthy learning goals for readers. It guides teachers in exploring, understanding, and applying those goals, and it provides plenty of scaffolding for teachers at varied entry points in thinking about differentiation, rigor, and the relationship between the two. Its hallmark is its approachable, user-friendly tone and language. It’s a teacher talking to other teachers!" --Carol Ann Tomlinson, William Clay Parrish, Jr. Professor & Chair of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia

Barbara R. Blackburn, a Top 30 Global Guru in Education, has taught early childhood, elementary, middle, and high school students and has served as an educational consultant for three publishing companies. In addition to speaking at international, national, and state conferences, she also regularly presents workshops for teachers and administrators in elementary, middle, and high schools. She is the author of numerous books, including the bestseller Rigor Is Not a Four-Letter Word.

• Acknowledgements; eResources; Meet the Author; Introduction; Chapter 1: Rigor and Differentiation; Chapter 2: Learning Portraits; Chapter 3: Expectations; Chapter 4: Differentiating Instructional Support to Increase Rigor; Chapter 5: Differentiating a Rigorous Demonstration of Learning; Chapter 6: Managing the Rigorous, Differentiated Classroom; Chapter 7: Common Concerns; Chapter 8: Leading Change for Rigor in the Differentiated Classroom; Bibliography

"This very practical guide models what it advocates. It is rooted in clear and worthy learning goals for readers. It guides teachers in exploring, understanding, and applying those goals, and it provides plenty of scaffolding for teachers at varied entry points in thinking about differentiation, rigor, and the relationship between the two. Its hallmark is its approachable, user-friendly tone and language. It’s a teacher talking to other teachers!" --Carol Ann Tomlinson, William Clay Parrish, Jr. Professor & Chair of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia

Barbara R. Blackburn, a Top 30 Global Guru in Education, has taught early childhood, elementary, middle, and high school students and has served as an educational consultant for three publishing companies. In addition to speaking at international, national, and state conferences, she also regularly presents workshops for teachers and administrators in elementary, middle, and high schools. She is the author of numerous books, including the bestseller Rigor Is Not a Four-Letter Word.

• Acknowledgements; eResources; Meet the Author; Introduction; Chapter 1: Rigor and Differentiation; Chapter 2: Learning Portraits; Chapter 3: Expectations; Chapter 4: Differentiating Instructional Support to Increase Rigor; Chapter 5: Differentiating a Rigorous Demonstration of Learning; Chapter 6: Managing the Rigorous, Differentiated Classroom; Chapter 7: Common Concerns; Chapter 8: Leading Change for Rigor in the Differentiated Classroom; Bibliography

"This very practical guide models what it advocates. It is rooted in clear and worthy learning goals for readers. It guides teachers in exploring, understanding, and applying those goals, and it provides plenty of scaffolding for teachers at varied entry points in thinking about differentiation, rigor, and the relationship between the two. Its hallmark is its approachable, user-friendly tone and language. It’s a teacher talking to other teachers!" --Carol Ann Tomlinson, William Clay Parrish, Jr. Professor & Chair of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia