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.