Article #4

Article # 4

“The Differentiated Classroom: Responding to the Needs of All Learners”

By Carol Tomlinson

Tomlinson (2014), author of a book entitled, The Differentiated Classroom: Responding to the Needs of All Learners, is a well-known figure regarding differentiation. Tomlinson’s text consists of ten chapters. Tomlinson’s first chapter asks the question, “what is a differentiation classroom?” (pg. 1). To answer her question, Tomlinson talks about the hallmarks of differentiation and then provides portraits from different schools and grade levels by giving differentiation examples from primary school, elementary school, middle school and high school (pg. 12).

The second chapter looks at the underpinnings of differentiation (pg. 14). During this chapter Tomlinson, considers the nature of differentiation classrooms. For instance, Tomlinson provides a chart that suggests “differentiation is a teacher’s proactive response to learners needs shaped by mindset and guided by general principles of differentiation” (pg. 20).  Moreover, in chapter two Tomlinson compares the traditional classroom to the differentiated classroom and explains the three pillars that support effective differentiation by using a graph illustration. Tomlinson ends the chapter by discussing the philosophy of differentiation (pg. 26).

Tomlinson’s third chapter considers rethinking how we do school—and for whom (pg. 29). In chapter three, Tomlinson looks at changes in education and suggest that humans learn best with moderate challenge (pg. 33).  Tomlinson then talks about current knowledge about learning and teaching and suggests ways to strive for equity and excellence (pg. 37). In chapter three, Tomlinson also has the reader think about the students they teach and consider what they know versus what they do and provides a chart distinguishing understanding versus reality in education practice (pg. 43).

In chapter four, Tomlinson talks about learning environments that support differentiated instruction (pg. 45). During chapter four, Tomlinson discusses teaching as a learning triangle and explains that the teacher, student and content make up the triangle (pg. 48). Tomlinson also gives many characteristics that support a healthy classroom learning environment. For instance, one example of a healthy classroom setting would when teachers strive for joyful learning and promote student independence (pg. 57).

The fifth chapter looks as good curriculum as a basis for differentiation (pg. 60). Tomlinson starts this chapter by talking about how to stay away from “hazy” lessons which are a vague idea of what students should do that day and focus on two essentials for durable learning which are engagement and understanding (pg. 63). Tomlinson then talks about levels of learning and explains subjects are built upon concepts and principles (pg. 66). Next, Tomlinson discusses how to address standards in a meaningful manner (pg. 66). Tomlinson concludes chapter five by explaining how curriculum, assessments and instructions are connected (pg. 77).

Chapter six looks at teachers at work building differentiated classrooms (pg. 80). In chapter six, Tomlinson uses a chart to explain how differentiation is made up of the questions “what”, “why”, and “how”. Next, she talks about how to differentiate using fact or skilled centered instruction by giving many differentiation examples used in different grade levels and subjects. (pg. 85).Then, Tomlinson explains how to differentiation based on concept or meaning based instruction (pg. 92).

Tomlinson’s seventh chapter considers instructional strategies that support differentiation (pg. 102). Tomlinson starts chapter seven by defining stations, which are various spots in a classroom where “students can work on different tasks simultaneously” and then explains importance of stations and differentiation (pg. 107). Next, she talks about agendas and says agendas are “personalized list of tasks a student must complete in a specified time” and explains why agendas are beneficial (pg. 109). Tomlinson then discusses complex instruction which deal with academic, culturally, and linguistically diverse classrooms and provides examples of complex instruction tasks. Tomlinson ends chapter seven by explaining orbital studies which are “independent investigations” done in about six weeks and are important because they help find similarities and differences among students (pg. 116).

Chapter eight focuses on additional instructional strategies to support differentiation (pg. 122). This chapter includes ideas for centers which “differ from stations because they are distinct” and explains how teachers can use centers identify learning goals (pg. 123). Entry points are also discussed in chapter eight. Tomlinson explains that entry points are a great tool to use to differentiate for students with different intelligences preferences or strengths and she provides a diagram to help show the importance of entry points (pg. 130). Next, Tomlinson talks about tiered activities which are based on student readiness and help all students learn the same ideas and skills through different readiness approaches (pg. 133).  Tomlinson ends the chapter by discussing a plethora of strategies that invite differentiation such as small group instruction, choice boards, and literature and discussion circles (pg. 148).

The ninth chapter asked “how do teachers make it all work?” (pg. 151). During chapter nine, Tomlinson discusses images of school teachers have and then gives teachers ideas about how to start differentiating in their classrooms (pg. 152). Tomlinson then talks about settling in for the long haul and making practical considerations regarding differentiation (pg. 160). Tomlinson ends the chapter by stressing the importance of developing support systems to help teacher’s differentiation (pg. 166).

Tomlinson’s final chapter discusses education leaders as catalysts for differentiated classrooms (pg. 170). In chapter ten, Tomlinson talks about how important it is for teachers to experience and research differentiation and embrace school change (pg. 171). Towards the end of the chapter, Tomlinson offers a word of advice to beginning teachers and says “we must help all educators move towards teaching that meets individuals at their points of readiness, interest, and learning profile (pg. 181).

Near the end of the text, Tomlinson talks about a final thought about differentiation and then provides an appendix that includes “Tools to Guide Planning for Differentiated Instruction” along with a bibliography for further research (pg. 184).

Reflection

I chose to review the Tomlinson text because I have found her name appear in a lot of previous articles I have read regarding differentiation in the classroom. This text is a great tool for teachers to use it they want to learn the value of differentiation and build on their differentiation teaching methods. The book is divided into ten well organized chapters that include many examples of differentiation in the classroom. In addition, Tomlinson starts each chapter with a quote that deals with the topic of that chapter which helps the reader reflect on differentiation through the perspective of another teacher. I found the charts, diagrams and graphs to be really helpful in understanding the concepts presented throughout the text.

Reference

Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All Learners.

Alexandria, VA: ASCD.

Article #3

Article # 3

“Rethinking Differentiation—Using Teachers’ Time Most Effectively”

By Kim Marshall

Marshall (2016), author of Rethinking Differentiation—Using Teachers’ Time Most Effectively, starts her article by asking the following questions regarding differentiation, “Are we overemphasizing, overthinking, and overusing differentiation when a different approach can focus on learning, harness teacher teamwork, and reach all children without exhausting teachers?” (Marshall, 2016, pg. 8).

Marshall refers to Tomlinson’s (2010) work who is an expert in the field of differentiation. Tomlinson explains differentiation by saying, “Differentiation is effective attention to the learning needs of each student. The purpose of developing a differentiated classroom is to make sure there’s opportunity and support for each student to learn essential knowledge and skills as effectively and efficiently as possible. The key is getting to know each student and orchestrating the learning environment, curriculum, assessments, and instruction so all students learn what’s being taught” (Marshall, 2016, pg. 8).

After discussing Tomlinson’s work on differentiation, Marshall then begins her critique of differentiation. In her critique, Marshall talks about a provocative article from 2011 by Schmoker found in Education Week who suggested that “there was no credible evidence that differentiation works”. According to Schmoker, differentiation is based “largely on enthusiasm and a certain superficial logic” (Marshall, 2016, pg. 9).

Then, Marshall goes into reframing the issue regarding differentiation and suggests that “differentiation is just one of a number of factors in effective instruction” (pg. 10). Marshall then says that teachers should consider two questions before they begin to differentiate which are, “what are students supposed to be learning?” and “are all students mastering it?” (pg. 10).

After asking these two questions, Marshall then introduces the idea of phases of differentiation. For phase one, Marshall talks about planning units and lessons and warns teachers not to overthink or overwork during this phase. For phase two, Marshall discusses delivery instruction and explains that it is important to assess students while they are learning (pg. 12). During phase three, Marshall explains the importance of following up after instruction by looking over assessment data during learning and “examining what student’s had problems with and why” (pg. 13).

Once Marshall discusses the three phases, she then focuses on the results (pg. 13). In the results section, Marshall says that “every day, teachers face the challenge of reaching students with a wide range of abilities and needs. When those needs are not met, the achievement gaps with which student’s enter school get wider and wider” (pg. 13). Marshall sees the need of differentiation, but also explains that differentiation is not always the best approach. Marshall ends by suggesting that the best approach is to have principals take charge and help the teachers focus on the following two questions: “what are students supposed to learn” and “are all students mastering it?” (pg. 13). Although this might be a lot of work, Marshall believes it will be effective work that will pay off for everyone in the school.

Reflection

I chose to review this article by Marshall because her research focused more on the teacher’s perspective regarding differentiation. In addition, Marshalls article title really caught my attention because her title reads, Rethinking Differentiation—Using Teachers’ Time Most Effectively. I never really spent a lot of time reflecting on my opinion of differentiation until I saw this title. Marshall also asked many great questions that made me think even more about differentiation such as “Are we overemphasizing, overthinking, and overusing differentiation when a different approach can focus on learning, harness teacher teamwork, and reach all children without exhausting teachers?” (pg. 8). In addition, instead of instantly saying that differentiation is the key to helping students succeed, Marshall decided to include information and ideas from other sources such as from Mike Schmoker to illustrate that differentiation “seemed to complicate teachers’ work, requiring them to procure and assemble multiple sets of materials” (pg. 9). I also liked how Marshall organized her article by using a lot of bold headings and including bold boxes that consisted of thought provoking quotes regarding differentiation. Finally, I liked that Marshall ended by suggesting more effective approaches to differentiation.

Reference

Marshall, K. (2016). Rethinking Differentiation—Using Teachers’ Time Most Effectively. Phi

Delta Kappan, 98. Retrieved from http://pdk.sagepub.com/content/98/1/8.short