Carol Ann Tomlinson Ed.DDifferentiated Instruction

“Even though students may learn in many ways, the essential skills

and content they learn can remain steady. That is, students can take

different roads to the same destination.”

-Carol Ann Tomlinson

Quiz

Background• Education

– B.A. University of South Carolina--majors in German and English, minor in education– M.R.E. Southern Theological Seminary--emphasis in youth education and drama– M.Ed. University of Virginia--emphasis in reading, minors in English education and speech

pathology– Ed.D. University of Virginia--emphasis in gifted education, other concentrations in

curriculum, qualitative research, organizational behavior and policy analysis

• Key Professional Experience– Teacher, Lee County (NC) Public Schools--secondary English and history– Director, Clarendon Child Development Center, Arlington, VA– Teacher, Fauquier County (VA) Public Schools--middle school language arts, exploratory

German, & advanced English– Director of Programs for the Gifted and School Community Relations Coordinator, Fauquier

County (VA)– Adjunct Instructor for James Madison University, University of Virginia, Radford University,

University of Richmond, Baylor University, University of Alaska– Educational Director of the U.Va. Summer Enrichment Program, 1991-1995– Currently, Professor of Educational Leadership, Foundations, and Policy at the University of

Virginia Including: Staff member and Principal Investigator, National Research Center on the Gifted and Talented, Co-Director of U.Va. Institutes on Academic Diversity, and Program Coordinator

Background

• Research and Specialty Areas– Differentiation of curriculum and instruction for academically diverse learners,– School reform and gifted education, gifted education and middle school,– Curriculum and instruction/Encouraging creative and critical thinking in the

classroom

• Numerous other publications, professional presentations, and honors

“It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity.”

-Tomlinson

Relaxed Alertness

• Affirmation– I am accepted and acceptable here; I am safe here as I am;

People listen to me here; People know how I'm doing; and it matters; My interests and perspectives are acknowledged and acted on; People believe in me here.

• Contribution– I make a difference in this place; I help others and the class as a

whole to succeed; I am connected to others through mutual work and common goals.

• Power– I understand how this place operates and what is expected of

me; There is dependable support here for my journey.

Orchestrated Immersion

• Contribution– I bring to this place abilities and perspectives that are

unique. • Power

– What I learn is useful to me now; I make choices that contribute to my success.

• Challenge– The work here complements my ability; The work

stretches me; I work hard; I am accountable for my own growth and contribution to the growth of others; I often accomplish things here I didn't believe were possible.

Active Processing

• Power– I know what quality looks like here and how to

achieve it.

• Purpose– I understand what we do here; I see

significance in what we do here; What we learn reflects me and my world; The work we do here makes a difference in the world; The work absorbs me.

“These teachers ultimately say to their students, ‘I want to be a leader in creating a place where each of you becomes more keenly aware of the

possibilities in yourself, the people around you, and the power of knowledge.

In this place, I want us to find together a good way to live.’”

-Tomlinson

Relaxed Alertness

• Invitation– I have respect for you and who you can become; I

want to know you; you are unique and valuable; I believe in you; I have time for you; I learn when I listen to you; This place is yours too; We need you here.

• Persistence– You're growing but not finished growing; When one

route doesn't work there are others we can find; Let's figure out what works best; There are no excuses here, but there is support; There is no finish line in learning.

Orchestrated Immersion

• Opportunity– I have important things for you to do here

today; The things I ask you to do are worthy things; The things I ask you to do are often daunting; The things I ask you to do open new possibilities for you; The things I give you to do here help you become all you can be; You have specific roles that make us all more efficient and effective.

Active Processing

• Investment– I work hard to make this place work for you; I work to

make this place reflect you; I enjoy thinking about what we do here; I love to find new paths to success; It is my job to help you succeed; I am your partner in growth; I will do what it takes to ensure your growth.

• Reflection– I watch you and listen to you carefully and

systematically; I make sure to use what I learn to help you learn better; I try to see things through your eyes; I continually ask how is this partnership working?; I continually ask how can I make this better?

“The goal of differentiated class is to plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum.”

Orchestrated Immersion• Important:

– What we study is essential to the structure of the discipline; What we study provides a roadmap toward expertise in discipline; What we study is essential to building student understanding; What we study balances knowledge, understanding, and skill.

• Focused: – Whatever we do is unambiguously aligned with the articulated and essential learning goals;

Whatever we do is designed to get us where we need to go; Both the teacher and students know why we're doing what we're doing; Both the teacher and students know how parts of their work contribute to a bigger picture of knowledge, understanding, and skill.

• Engaging: – Students most often find meaning in their work, find the work intriguing, see themselves and their

world in the work, see value to others in work, find the work provokes curiosity, find themselves absorbed by work.

• Demanding: – The work in most often a bit beyond the reach of each learner; Student growth is nonnegotiable;

Standards for work and behavior are high; Students are guided in thinking and working like professionals; There is no "loose" time.

• Scaffolded: – The teacher teaches for success; Criteria for success are clear to students; Criteria for classroom

operation and student behavior are clear to students; Varied materials support growth of a range of learners; Varied modes of teaching support a variety of learners; Varied avenues to learning support a variety of learners; Small and large group instruction focuses on varied learner needs; Varied peer support mechanisms are consistently available; The teacher uses modeling, organizers, and other strategies to point to success.

“Differentiated Instruction focuses on whom we teach, where we teach and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals”

(Tomlinson & McTighe, 2006).

References• Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated

Classroom. Alexandria: Association for Supervision and Curriculum Development.

• Tomlinson, C. (1999, November). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.

• Tomlinson, C. & Allan, S. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria: Association for Supervision and Curriculum Development.

• Tomlinson, C. and McTighe J. (2006). Integrating Differentiated

Instruction and Understanding By Design. Alexandria: Association for Supervision and Curriculum Development.