ABSTRACT
This chapter explores managing the learning that occurs in a differentiated classroom. Tracking places learners in one track from the time they begin school until they leave it. It explores the groups over which the people the educator have control. Time is devoted to instruction and learning, not hunting for the right tools to use or answering the same questions about what goes where. Unit time and individual class time are constants, but managing time gets trickier with varied learning experiences because these can differ greatly. The exterior demands on time can be very damaging: The results are predictable. The school clock governs how families organize their lives, how administrators oversee their schools, and how teachers work their way through the curriculum. One way to take back that time, to stress what is and isn't important, is through our long-term planning.
