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Carol Ann Tomlinson
Annotated Journal Articles on Carol Ann Tomlinson
Tomlinson, Carol Ann. (2016). Why differentiation is difficult: Reflections from years in the
trenches. Australian Educational Leader, 38(3), 6-8. https://search-informit-
org.ezproxy.liberty.edu/fullText;dn=406886637590910;res=IELHSS
In the classroom setting, it is very rare that any two students are alike. They are all
different in how they think, process information, learn, where they come from, the type of
home life they have, and their goals they have for themselves. There are a variety of
levels. “As we approach the end of the first quarter of the 21st century, one-size-fits all
teaching seems almost delusional” (Tomlinson, 2016). In today’s classroom, it can be
difficult to incorporate differentiation. It is hard for a teacher to be consistent and to reach
all of the needs of their students. Tomlinson (2016) describes differentiation to be
difficult in three different categories. They consist of tradition, the institution, and the
model. Traditions can be hard to break because teachers already have their preconceived
ideas of school. They have been in school for most of their lives and have read multiple
books or stories about the school system. It can be hard to change a person’s perspectives
in four years of an educational program. “Once integrated into a school as faculty
members, teachers commonly encounter district or system mandates regarding
curriculum, the nature of instruction, high-stakes testing, and grading practices that feel
restrictive, and, at least on the surface, contrary to the principles and practices of
differentiation. Pressure to comply with these structures and strictures flow from building
leaders to teachers, just as they flow to building leaders from their superordinate’s”
(Tomlinson, 2016). The institution is usually set in their ways and has requirements
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already in place, which leaves little room for differentiation. Lastly, there is no common
model of differentiation. Teachers create their own definition and go from there. To have
differentiation within a school, it consists of a vision and effective leadership skills.
Incorporation effective differentiation is possible. When reflecting on differentiation, one
may refer to Augustine and his use of learning communities. Through the use of effective
learning communities and leadership skills, one may be provided with the support and
models needed to be able to differentiate within the classroom setting. Differentiation
requires the effort of all involved within the school system.
Jensen, J. N., Hite, S. J., Hite, J. M., & Randall, E. V. (2017). Understanding Author Academic
Disciplinary Background to Direct a More Effective Use of Standardized Testing Within
the School Community. NASSP Bulletin, 101(2), 90–116.
https://doi.org/10.1177/0192636517711249
Standardized testing can be seen from three different perspectives. It can be seen as a
way to support learning, to help motivate students, and to achieve certain standards and
assess local districts and states on their educational systems. Hite (2017) states “if
principals can better understand the differing perspectives of the influential academic
discipline narratives that various stakeholders advocate in the standardized testing debate
by “seeing the whole beyond the parts,” and by “seeing the parts in the context of the
whole” then they have a much better chance of creating and maintaining the most
compelling and productive narrative within their own school community.” Principals
often look at bits and pieces instead of all of the uses they can use testing for. The
principal is the middle man for both internal and external environments. There is a
constant battle of control between these two environments. This study was completed to
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have principals to start thinking about standardized testing in a new light. Principals must
be positive and proactive in their motives. They should look past the concept that it is
used for control by external forces and use it to guide the school community in a positive
light. Standardized testing seems to support the universal design model, that everyone be
taught the same standards and lessons. This is similar to the priesthood of all believers.
This was the beginning of free education for all despite their gender, race, etc. Everyone
would eventually receive the same education despite their roles in society. Differentiation
seemed to be something that was missing in both of the discuss concepts, standardized
testing and the priesthood of all believers.
Blackburn, Barbara R. Ensuring rigour in a differentiated classroom [online]. Australian
Educational Leader, Vol. 41, No. 1, Mar 2019: 12-15.
Differentiation became a popular term once Carol Ann Tomlinson released her first book
The Differentiated Classroom: Responding to the Needs of All Learners in 1999.
Tomlinson introduced how to include differentiation into the small group setting and
throughout content, instruction, and assessment. However, there has been some concerns
when thinking about differentiation and that includes the rigor of the content being
presented and assessed. “Rigor is creating an environment in which each student is
expected to learn at high levels, each student is supported so he or she can learn at high
levels and each student demonstrates learning at high levels” (Blackburn, 2008). For
“lower’ groups the curriculum has been seen to be dumbed down and the students are not
being held to their full potential within their learning. This article guides you through a
given traditional lesson and then is modified to be a more rigorous lesson format. To keep
the standards high and the work rigorous for all student’s groups, a teacher can adjust the
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lessons and assignments while ensuring they are challenging each students group as well.
All of the students can be working on the same topic, but be provided the necessary
supports to assist them within their learning. There are many different supports that can
be put into place to help a student’s learning. Students have many different impacts that
can affect them within the classroom. “Factors that impacts on a student’s learning could
be family, lack of rapport with the environment they attend school, their physical and
emotional health, if they are complacent with technology, possible or lack of leadership
qualities, their personal interests and more. Differentiated Instruction should be used to
help every student to learn in the way God intended for them according to their learning
ability. Therefore, demonstrate wisdom as received from the Holy Spirit, emotional
discipline, timeliness in all decision-making and overall focus the instruction and
assessment from the point of a Biblical Worldview” (Smith, 2012). God created all with
specific skills and for a purpose, as a teacher I believe it is important to bring those skills
to light and to guide students towards their purpose. It is crucial to meet the needs of all
students.
Synthesis of Articles on Carol Ann Tomlinson
Carol Ann Tomlinson made an impact on the educational world that has greatly
influenced how we view instructional planning, delivery, and assessment. She has seen and
understood how each student has their own individual needs and need instruction that not only
supports them, but helps them to reach their full potential and to be the best learner that they can
be. Differentiating within the classroom can be a difficult task due to the many factors held over
teacher’s heads. One of the main hindrances to differentiation is standardized testing. Teachers
are asked to instruct in a specific way, to assess in a specific way, and it is hard for them to truly
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“teach” within their classrooms. It can be unfair to students and difficult to meet their needs if
instruction looks the same for all students. Differentiation needs to be in place to meet the
learners where they are at. However, differentiation does not mean that certain students are not
held to the same level that others are. All students work needs to be rigorous and it needs to
challenge them. Students can still be held accountable at high levels and provided the supports
necessary to help get them there. Tomlinson is a great resource on providing information and
research supports on how to do just that. It is also crucial that principals be at the forefront of
setting the example and modeling for the teachers. Some principals need further education on
differentiation and to see the whole perspective of the effects it has within a school and within
individual classroom settings. Everyone is involved in the differentiation process within a school
system.
Preliminary Thesis Statement: Carol Ann Tomlinson
The term differentiation has changed over the years throughout education. Standardized
testing has made differentiating a difficult task within the classroom setting due to the state
guidelines and institution guidelines, the principal’s perspectives, and the traditional ways carried
down over the years by educators.
The influence of the No Child Left Behind Act
Annotated Journal Articles on The influence of the No Child Left Behind Act
Andrea R. Milner, Toni A. Sondergeld, Abdulkadir Demir, Carla C. Johnson & Charlene M.
Czerniak (2012) Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice:
An Examination of Pre/Post NCLB Testing in Science, Journal of Science Teacher
Education, 23:2, 111-132, DOI: 10.1007/s10972-011-9230-7
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Many practices and instructional strategies changed or shifted once the No Child Left
Behind act was put into place. Reading and Mathematics instruction was put at the
forefront of student learning, while Science and History was placed more so on the
backburner. It was not until recent years that Science was placed as a high stakes subject
under the NCLB act. This specific study looks at analyzes the impacts on a teachers
practice within the elementary science curriculum. The article dives into the beliefs of the
teacher, their outlook on things, and the challenges that may or may not have been
presented prior to the NCLB and after the NCLB. Teachers saw a benefit of making
Science a high stakes course, but saw difficulties in finding the appropriate resources and
materials needed to teach. There is also very little professional development given within
this area due to the primary focus being in Reading and Math. Science has been seen as
not as important as the other academic areas. Time and the appropriate resources need to
be given to teachers to teach science and this could change their perspective in
understanding that elementary science is important for students to learn. Even after the
NCLB, teachers see Science has not been as important and some are even told not to
teach or worry about the subject. This can be an unfair approach to many students,
because Science could be a subject they are strong in and Science could be important in a
field they may want to study in or work in one day. All subjects should be seen as
important and appropriate for students to be educated in.
West, J. E., & Whitby, P. J. S. (2008). Federal policy and the education of students with
disabilities: Progress and the path forward. Denver: Love Publishing Co.
The NCLB act opened up multiple opportunities for students with disabilities. There
have been gains in the three areas of awareness, access, and achievement. There have also
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been ten major contributions to the Federal Policy in education. These include zero reject,
FAPE (Free Appropriate Public Education) and LRE (Least Restrictive Environment),
IEPs (Individualized Education Programs), Civil Rights protections, educational funding
from the states and local districts, the multidisciplinary approach, personnel and
infrastructure investments, general education curriculum access, and then students with
disabilities within their own specific subgroup. The NCLB act left schools and school
districts accountable for students with disabilities, their progress, and their achievements.
Students with disabilities have been held to the same standards as those within the
general education curriculum. Many see this as unfair, but because of the NCLB act more
awareness has been raised for these students and expectations have been raised, along
with the progress that needs to be made. Students receiving the special education
curriculum can “achieve high standards if expectations are put in place, if students are
taught the curriculum, and if students have the supports and accommodations they
require” (West, 2008). Individuals with disabilities are better off than they were 45 years
ago. However, there is still progress to be made. Within many elementary school settings,
students with disabilities do not receive the full supports or accommodations that they
should be receiving. I have experienced it where students with disabilities are receiving
the same exact instruction as those within the general education classroom. There is no
differentiation and the students with disabilities are seen to be having a difficult time
keeping up with the instruction. There is more progress to be made and this reminds me
of the hope and expectations within Plato’s idealism. Idealism focuses on the promises to
come. Every child deserves the best possible educational experience that they can be
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given. They need teachers who believe in them, challenge them, and provide equal
opportunities for high achievement for all of their students.
Chrisp, J. (2019). Creating Equity in a Diverse Rural School. BU Journal of Graduate Studies in
Education, 11(2), 57-62.
Many schools are presented with challenges when it comes to creating an equitable
learning environment for all students. Barriers such as disabilities, home-life, race, and
culture all must be considered when creating equitable opportunities for students. These
barriers also effect a student’s academics. One school district began to create change in
the areas of meeting student’s physical needs academic needs, and their social needs.
“Before success in social or academic constructs can be achieved, it is critical that
students have their basic physical needs met. For each child, basic physical needs are
“inextricably linked to long-term prosperity” (McIssac et al., 2017, p. 214). These basic
needs include things like being fed breakfast and lunch, a school system where food is
sent home each week, snacks are given to the students, clothing donations, school
supplies, etc. It is also crucial to build a community within a classroom and within the
entire school. This can be done through social-emotional learning. The teachers create a
positive learning environment for their students. Extra-curricular activities are also
encouraged within this school environment. This helps to create positivity among the
school. It is also important to get the parents involved to help promote student success.
There are opportunities presented for the community to be involved and multiple school
events are held. Teachers are also given the supports need to best provide for their
students. “Academically, the school has created various opportunities for teachers to
support all students in being successful. Teachers are currently being given professional
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development days to meet as professional learning communities (PLCs), with a focus on
inclusion and differentiation to meet the needs of all learners” (Chrisp, 2019). Through
each of these opportunities presented to the students and the staff, one can see that they
are working towards equitable learning experiences for all students. The staff has an
understanding that the diverse needs make it difficult to create equity and this has overall
helped to create an effective school plan. The professional learning communities are also
similar to Augustine’s practices as discussed previously. Professional learning
communities are what is being used within a school to improve teacher’s professionalism
and to create effective impacts on student learning. The educational world is always
changing and transforming. It is trying to keep up with the rest of the advancements in
the world. As an educator, administrator, and instructional coach it is important to remain
flexible and reflective throughout this process. They are a community that consists of
professionals who meet weekly to better their teaching and student learning.
“Professional learning communities are understood as effective learning environments
when they have impact on the professional learning and moral of the staff-teachers,
school leaders and other adult workers and, most importantly, impact on student
achievement.” (Schaap & de Bruijn, 2018)
Synthesis of Articles on The influence of the No Child Left Behind Act
The No Child Left Behind act changed education as we know it, specifically for students
with disabilities. Instruction also changed as mainly reading and math were placed at the top and
as the most crucial subjects. Eventually science was placed closely to reading and math.
However, science was no viewed as important as the other two and the appropriate resources
where not provided to the teachers. I believe science can be just as important, because that may
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be a student’s favorite subject or the subject they may be best in. All subjects should be seen as
important to students. Subjects within the curriculum are not the only thing that the NCLB act
put a spotlight on and made crucial or important. Special education students should also be seen
as important as a general education student. Their education is just as important and the NCLB
act opened up many more opportunities for them. This is great because it provided the same
opportunities for these students, it provided equitable opportunities. Just as we have seen in the
articles above, creating an equitable learning environment can be difficult. However, it is so
important to teach the whole child and all of their needs. I am seeing this firsthand from the
pandemic and coming back to teaching. We as teachers have been focusing on not just
academics, but the students physical and social needs as well. It is a work in progress to build
equitable opportunities for all within the education system.
Preliminary Thesis Statement: The influence of the No Child Left Behind Act
The No Child Left Behind Act has presented many opportunities for students. It has
helped to promote a more equitable learning environment for students not only in the area of
academics, but socially and physically as well. It has given teachers the chance to teach the
whole child.
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References
Brion, C. (2020). Fostering Equitable Opportunities for All Students through Transfer of Equity
Knowledge. Journal of Interdisciplinary Education, 16(1).
Croft, S. J., Roberts, M. A., & Stenhouse, V. L. (2016). The perfect storm of education reform:
High-stakes testing and teacher evaluation. Social Justice, 42(1), 70-92,147.
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective
differentiation practices: A systematic review and meta-analysis of studies on the
cognitive effects of differentiation practices in primary education. Educational Research
Review, 24, 31-54.
Jennings, J. L., & Lauen, D. L. (2016). Accountability, inequality, and achievement: The effects
of the No Child Left Behind act on multiple measures of student learning. RSF: The
Russell Sage Foundation Journal of the Social Sciences, 2(5), 220-241.
McIsaac, J. D., Read, K., Veugelers, P. J., & Kirk, S. F. L. (2017). Culture matters: A case of
school health promotion in Canada. Health Promotion International, 32(2), 207-217.
doi:10.1093/heapro/dat055
Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A
bad idea. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 89(2), 67-72.
Schaap, H., de Bruijn, E. (2018, April). Elements affecting the development of professional
learning communities in schools. Learning Environments Research, 21(1), 109-134.
Smith, M. (2012, June 11). New Zealand: A Professional Approach. Retrieved from A Biblical
Worldview for Differentiated Instruction: http://newzealandteaching.weebly.com/a-
biblical-worldview-for-differentiated-instruction.html
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Tomlinson, Carol Ann and Parrish, William Clay. Championing inclusion: A
reflection [online]. Australian Educational Leader, Vol. 40, No. 2, Jun 2018: 8-
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