“Mapping a Route Toward Differentiated Instruction,” an article by Carol Ann Tomlinson, begins with some tough questions for educators. She asks if we can really expect students in the same grade to learn the same information at the same pace and utilizing the same methods. Did you see that repeated word, SAME? It’s kind of the opposite of DIFFERENT. If we (educators) want different outcomes, we need to use different and varying methods! It’s as simple as that.
Tomlinson describes three classrooms, each with a varying degree of differentiation going on. Likely, all educators will be able to place themselves somewhere in respect to these three educators. One = all defined content, no differentiation; Two = undefined content, much differentiation; and Three – defined and connected content, planned differentiation with culminating connections. Tomlinson’s obvious point is well-taken: differentiation needs to be part of the plan from the beginning. I believe that good differentiation is “front-heavy” and “end-light,” meaning there is more work for the teacher in the beginning than in the end of a unit, but well worth it for the understanding and achievement gained by the students.
As Tomlinson reminds us, “… students can take different roads to the same destination.”
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