K-12 Curriculum Development

Carol Ann Tomlinson has introduced thousands of educators to differentiation through her books, journal articles, professional development materials, summer institute and ongoing work with classroom teachers.  Tomlinson co-authored her latest book with Kay Brimijoin and Lane Narvaez.  This book provides clarification on What Differentiated Instruction Is and Is Not.  Current barriers to effective differentiated instruction in many schools include the myths about differentiation and the large number of teachers who still believe that differentiation is something we only provide the gifted students.

In chapter one, the authors provide a chart which outlines Factors That Contribute to the Failure of Change Efforts.  While the authors are describing why differentiated instruction can be difficult to implement in a school, the factors cited also apply to other changes in schools.   According to the authors, "achieving implementation can become so exciting that it blinds us to the truth that, in fact, implementation was not the goal of the change initiative, but rather a means to the goal of benefitting students" (Tomlinson, Brimijoin & Naravez , 2008, p. 109). Chapter five provides a user-friendly tool for curriculum developers titled, Classroom Observation Form for Summative Assessment of Differentiated Instruction.  Another tool provided in this book is a Teacher Questionnaire to Gain Baseline Data on Differentiated Practices.  

This book is timely and it is a significant resource on differentiation.  The authors share examples from schools and they provide research and guidance on professional development, lesson planning, implementation, and monitoring of differentiated instruction.  This book provides a clear framework for discussing differentiation and shares how educators can transform our practices to meet the needs of more students in each K-12 classroom.  "Virtually all students benefit from very high-quality curriculum that  promotes understanding, complex thought, and application of key concepts, knowledge, ideas, and skills. Reserving curriculum of that sort for select students is indefensible" (p. 30). Learning to differentiate instruction is an ongoing practice.  Educators should add this book to their professional library.  Please feel free to share your own thoughts on The Differentiated School.  Educators are also encouraged to share their experiences with developing and implementing differentiated instruction and assessment.

Tomlinson, C.A., Brimijoin, K., & Narvaez, L. (2008). The differentiated school:
         Making revolutionary changes in teaching and learning. Alexandria, VA:
         Association for Supervision and Curriculum Development.

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