The Differentiated Classroom:

Responding to the Needs of All

Learners
By: Carol Ann Tomlinson
About the Author:

Carol Ann Tomlinson is an educator, author, and speaker who grew up in

South Carolina. She is the author of the book The Differentiated
Classroom: Responding to the Needs of All Learners, that discusses the
topic of differentiated instruction. The purpose of this book was to give
teachers the tools to address the diverse learning needs of their
students. She uses her own personal experience and research to discuss
different strategies to use in the classroom. I chose to read and review
this book because the topic is of interest to me, and I felt that I did not
know a lot about it. I wanted to expand my knowledge because I know it
can benefit my future students.

Tomlinson received her bachelor’s degree at the University of South Carolina, where she double
majored in German and English with a minor Education. She continued in school by attending
Southern Theological Seminary and has a master’s degree in Curriculum and Instruction from
the University of Virginia. She went back to the University of Virginia to get her doctorate in
Educational Psychology. She eventually taught there as a professor, using her expertise of
twenty-one years as a public school teacher in the Curry School of Education. She is currently a
reviewer for a variety of different journals and other professional development materials. She
has also authored several books with ASCD, Association for Supervision and Curriculum
Development.

Main Point #1 Main Point #2 Main Point #3

“Differentiated Instruction Ma first begin

“To start smart,
isn’t a strategy. It’s a way of small.”
thinking about all you do (Tomlinson, 173)
when you teach and all the
kids do when they learn.” Differentiation is not a fad, but a
(Tomlinson, 152) way of thinking. Make a plan of
how you want to implement it
Differentiation is about into your classroom. Start with
challenging the way we envision an anchor activity, then a
learning taking place in our differentiated task for a small
classroom. amount of time, then continue to
build from there.
“A differentiated classroom
is, of necessity, student-
centered.”
(Tomlinson, 21)
The students are the workers,
not the teacher. The teacher
effectiveness grows as students
learn to help themselves and
each other reach their goals.

Tomlinson, C. A., & ProQuest Academic Complete. (2014). The differentiated Other Resources:
classroom: Responding to the needs of all learners (2nd ed.). Alexandria: ASCD.  www.caroltomlinson.com
 www.ascd.org


 The Differentiated Classroom:
Responding to the Needs of All
Learners
By: Carol Ann Tomlinson

Resource List
1. Agendas
 This strategy uses personalized lists of tasks for a specific student that they have to complete in
a certain amount of time. The book suggests for the agenda to last two to three weeks, but the
time length can vary. Students choose the order that they complete their agenda. The tasks are
completed during an “agenda time” in the daily schedule. The teacher moves around the room
coaching and monitoring the student’s work.
2. Complex Instruction
 The goal of this instruction is to establish equity of learning for all students in the classroom.
Students work in small, heterogeneous groups to answer an open-ended question. There is no
right answer. Students use each other’s strengths, a wide variety of materials, and their
intellectual skills to answer the question at hand. The teacher monitors the status each group is
at and seeks key moments in the group work when a student make a worthwhile comment or
suggestion.
3. Orbital Studies
 This strategy is a way to address commonalities and differences among students. The strategy
can be adapted to learners of all levels. Students select their own topic that “orbits” around
some part of the curriculum. It is an independent investigation of their topic that lasts three to
six weeks. The teacher guides and coachers her students to help them become an expert on
their topic and in developing their skills of an independent investigator.
4. Compacting
 In this strategy, teachers assess their students before the beginning of a new unit of study. This
is done through three different stages. First, the teacher documents what students know.
Second, the teacher plans for how students will learn what the pre-assessment indicates they do
not know. Third, the teacher makes a plan for a meaningful and challenging way for students to
learn the things they do not know, instead of having them to continuing working on things they
already know.
5. Choice Boards
 This strategy helps teachers deal with the readiness and interest differences among their
students. Teachers put a variety of assignments into different pockets on a choice board. The
teacher will ask the student to pick an assignment in a certain row. The different rows allow for
different leveled assignments. This allows students to choose their assignment but gives them
practice in an area of need.

Tomlinson, C. A., & ProQuest Academic Complete. (2014). The differentiated Other Resources:
classroom: Responding to the needs of all learners (2nd ed.). Alexandria: ASCD.  www.caroltomlinson.com
 www.ascd.org

