Differentiation Made Difficult
1
Differentiation Made a Difficult Task Due to Standardized Testing
Andrea M. Crawford
Education 703
School of Education, Liberty University
September 24, 2020
Differentiation Made Difficult
2
Abstract
There are many philosophers and theorists who made an everlasting impact on education. Carol
Ann Tomlinson is one of those individuals. She has experience not only in the classroom setting
in both the public school and college setting, but as an educational leader as well. Tomlinson
explored the method of differentiation and how it makes a positive impact within the educational
environment. Differentiated instruction is a research-based method that helps to support teachers
within their instruction to meet the needs of each learner within their classroom. She understands
the importance of meeting each individual learners needs and the impact it has on their
education. She does not believe in or promote the one-size fits all model. Tomlinson introduced
different strategies within her books and professional developments on how differentiation can
be incorporated. However, there are many factors that hinder differentiation within the
classroom. High-stake testing is one of the main factors across the U.S. that hinders
differentiation.
Keywords: model, Tomlinson, differentiation, educator, teacher, administrator,
standardized testing, student, learner
Differentiation Made Difficult
3
Differentiation Made a Difficult Task Due to Standardized Testing
The term differentiation has changed over the years throughout education. Carol Ann
Tomlinson saw the need for differentiation among students and how they required instruction
that not only supports them individually, but helps them to reach their full potential as a learner.
There are many factors that make differentiation difficult, but one of the main factors viewed as
making it difficult is state mandated testing. 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.
Background and Cultural Context
Carol Ann Tomlinson is currently the chair of Educational Leadership at the University of
Virginia. Before becoming a college professor, she taught within the public school educational
system for 21 years. Then after that she was an administrator of special services for struggling
and advanced learners for 12 years. “Tomlinson works with teachers across the United States and
internationally on developing classrooms that are responsive to students with various learning
needs” (Tomlinson, 2019). She has great expertise in the area of differentiated instruction.
Tomlinson is effective in creating curriculum and instructional plans that reach both the
struggling and advanced learners.
Philosophy of Education
This theory of differentiation that Tomlinson has created focuses on the specific details of
each individual learner. She did not believe that a classroom should be a one-size fits all model.
However, that is exactly what standardized testing as done, it has created a mindset that a one-
size fits all model is the most effective for learners and to show adequate or effective progress.
Differentiation Made Difficult
4
“As we approach the end of the first quarter of the 21st century, one-size-fits all teaching seems
almost delusional” (Tomlinson, 2016). Testing has made differentiation difficult due to the
required guidelines teachers must follow, the viewpoints of the administrators, and the traditional
values held on to by educators.
A states or school divisions guidelines usually have individuals set in their ways and the
requirements that are set in place leave no room for differentiation. “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). Many
division leaders are more concerned about scores on tests and whether or not they will meet the
state requirements, instead of the individual learner. The division leader’s perspectives
unfortunately trickle down unto the administrators. Administrators should see the whole and how
these guidelines and practices not only effect the teachers, but the learners and community as
well. There are many more ways testing can be used than to just meet the requirements for the
state and districts. Principals should look into how testing can support the community in a
positive way. However, traditions by principals and educators can be a hard egg to crack. These
individuals already have ideas of how a school and classroom should be running. They have been
within the school system for most of their lives and have studied and researched multiple means
about the system. It can be a difficult task to change these traditions and perspectives.
Everyone needs to be involved within the differentiation process within a school
environment. Tomlinson provides resources and information on how to do just that. She
Differentiation Made Difficult
5
understands that administrators are the leaders of the differentiation process and are to be the
examples or models for the teachers. However, there are some administrators that require more
explicit training on the matter. They should understand the effects of differentiation within the
schools as a whole and within the individual classroom setting.
To gain a better understanding the use of PLC’s can be most effective. PLC stands for
Professional Learning Communities. This practice can first be seen by Augustine. He believed in
learning and studying within a small community of people. These individuals shared the same
beliefs or ideas as himself. While participating in these groups, they would study the Bible and
pray together. They would also learn through observation. Augustine eventually became a leader
of his own learning community where he would train the individuals to teach the Bible to others.
He would have them practice what they had learned through conversation and reflect on those
conversations. This helped them to gain a further understand and become better in their practice.
PLC’s can be seen as very similar today. They are used within the educational system as ways to
improve teachers and to help develop effective strategies for 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)
These individuals within their community have a similar goal in mind, just as Augustine
displayed within his own learn community.
Theory to Practice
Tomlinson’s model can be seen in many different ways within the classroom setting
today. She has influenced how division leader, administrators, and educators view the planning
process, delivery, and assessment. It can be seen through the use of learning targets, small group
Differentiation Made Difficult
6
instruction, and whole group instruction. Teachers use data to help support and guide their
instruction. This data also helps to plan for differentiation based on the individual needs of the
learner. Within the small group setting, students may be split based on their needs at that time.
Usually no one group is the same. This requires teachers to be reflective and responsive in what
they teach. It also requires consistency and flexibility. Students may not be completing the same
instructional activities to get to the overall goal, but they will reach that end goal. Tomlinson’s
theory has taught teachers to create instruction to be more specific and engaging. Teachers
should start implementing instructional strategies that not only challenge the gifted learners, but
the tier 3 students as well. With this mindset that Tomlinson has created, teachers believe in
every student and that they all deserve a meaningful educational experience.
Perspectives on Diversity
Diversity is well understood by Tomlinson. She knew that students bring many different
factors to the table. They come from a variety of backgrounds, home lives, etc. There is also a
variety of the levels of learning within the classroom environment. Within the classroom student
can be seen as different within not only their academics, but socially and emotionally as well.
Her differentiation theory focuses on these individual needs. In order for a student to have a
positive learning experience, they must have that connection with their teacher. Teachers should
build relationships with their teachers and get to know them on a more personal level. This can
be seen within the classroom today and is referred to as social-emotional learning or SEL.
Critical Analysis
Many teachers, especially special educators support the movement of differentiation.
They want to create an effective and positive environment for not just a few students, but all
students. However, as stated previously the one-size fits all model is reflected through the
Differentiation Made Difficult
7
mandate on standardized testing and educational experts on the state level. This viewpoint can
also sometimes be seen through the division leaders and administrators as well. Due to these
individuals being more concerned with scores, it shows their lack of concern for differentiation
within the classroom setting. For example, this educator previously worked in a school division
where they liked the special education classroom to look almost identical to the general
education classroom setting. The students within the special education setting were receiving the
same exact instruction and strategies as incorporated into the general educational setting. There
was no evidence of differentiation whatsoever. This raised concern to why students were even
put into the special education setting if they were going to receive the exact same things.
Meeting specific scores were more of a concern and this was seen as unfair to the students and
their individual needs.
From a biblical lens, a Christian educator should see this model as how Jesus interacts
with those who follow him. Jesus meets his followers on a personal level, he meets them where
they are at. No matter where they are at on their walk or journey with him, he meets them on
their level. However, how he connects with each individual is not the same. He has the same end
goal for us all and that is for us to one day join him in paradise, but how he reaches us is more
personal. No matter how we call on him or when we do, we all can be saved and join him one
day. Romans 10:13 says “For everyone who calls on the name of the Lord will be saved.” (ESV)
Implications and Conclusions
Even though there are hindrances on incorporating differentiation within the classroom
setting due to standardized testing, it still can be done. Carol Ann Tomlinson is a leading theorist
of this century and has brought light to the importance of meeting every student’s individual
needs and the impact it may have on their education.
Differentiation Made Difficult
8
Today’s educational system would benefit from understanding that it is important to teach
the “whole” child. It is more than just their education, but meeting them where they are socially
and emotionally. In order to get a student more involved within their education, it needs to be
personalized and clear understanding needs to be made. Tomlinson has taught educators that
there is more to an educational system than standardized testing or receiving a good state score.
A division, administrators, and educators want to make an everlasting impact on students. An
impact that helps them want to continue to grow throughout the stages in life and to be the best
version of themselves for their future roles within society.
Differentiation Made Difficult
9
References
Blackburn, Barbara R. Ensuring rigour in a differentiated classroom [online]. Australian
Educational Leader, Vol. 41, No. 1, Mar 2019: 12-15.
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.
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
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, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt.
Tomlinson, C. A. (2014). The Differentiated Classroom : Responding to the Needs of All
Learners,
2nd Edition. Association for Supervision & Curriculum Development.
Differentiation Made Difficult 10
Tomlinson, C. A. (2015). Teaching for Excellence in Academically Diverse Classrooms.
Springer.
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
Tomlinson, C. A. (2018). Complex Instruction A Model for Reaching Up- and Out. Gifted Child
Today, 7-12.
Tomlinson, C. A. (2019). ASCD Faculty Bio. Retrieved from ASCD Learn. Teach. Lead.:
http://www.ascd.org/professional-development/oscb/faculty/Tomlinson-C.aspx
Tomlinson, Carol Ann and Parrish, William Clay. Championing inclusion: A reflection
[online]. Australian Educational Leader, Vol. 40, No. 2, Jun 2018: 8-11.
Wray, J. B. (2016). Principals' Perspectives on the Effect of Standardized Testing on Teaching
and Learning.
