Carol Tomlinson


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Carol Tomlinson

  1. 1. Theorist
  2. 2. <ul><li>Former middle school, high school, history, and English teacher </li></ul><ul><li>Professor of Educational Leadership at the University of Virginia </li></ul><ul><li>Principal Investigator of the National Research Center of the Gifted and Talented. </li></ul><ul><li>Primary interest was gifted and talented education and special education. </li></ul><ul><li>She then developed into the differentiated instruction philosophy. </li></ul>
  3. 3. <ul><li>The students’ needs come first. </li></ul>
  4. 4. <ul><li>We think and learn in different ways. </li></ul><ul><li>We learn more effectively when information is chunked together and has personal meaning. </li></ul><ul><li>We learn best when we are appropriately challenged. </li></ul>
  5. 5. <ul><li>Focusing on the essentials </li></ul><ul><li>Attending to student differences </li></ul><ul><li>Melding assessment and instruction </li></ul><ul><li>Modifying content, process, and products </li></ul><ul><li>Having all students participate in respectful work </li></ul><ul><li>Collaborating with students in their learning </li></ul><ul><li>Balancing group and individual norms </li></ul><ul><li>Working flexibly with students </li></ul>
  6. 6. <ul><li>Teachers can differentiate content, product and process by assessing students’ aptitude, interests and learning style. </li></ul><ul><li>Some Strategies for Differentiating Instruction - independent study, flexible grouping, guided instruction, curriculum compacting, literature circles, 4-MAT, learning contracts, etc. </li></ul>
  7. 7. <ul><li>Students will learn best when they can make a connection between the curriculum and their interests and life experiences. </li></ul><ul><li>Students will learn best when learning opportunities are natural. </li></ul><ul><li>Students are more effective learners when classrooms and schools create a sense of community in which students feel significant and respected. </li></ul><ul><li>The central job of schools is to maximize the capacity of each student. </li></ul>
  8. 8. <ul><li>But a philosophy based on a set of beliefs that: </li></ul><ul><li>Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances. </li></ul><ul><li>The differences in students are significant enough to make a major impact on what students need to learn, the pace at which they need to learn it, and the support they need from teachers and others to learn it well. </li></ul><ul><li>Students will learn best when supportive adults push them slightly beyond where they can work without assistance. </li></ul>
  9. 9. <ul><li>KUDs </li></ul><ul><li>What do we want children to know? </li></ul><ul><li>What do we want children to understand? </li></ul><ul><li>What do we want children to do? </li></ul><ul><li>Encourages the use of learning inventories and learning surveys </li></ul>
  10. 10. <ul><li>Tomlinson states that: </li></ul><ul><li>A good curriculum is a key principle of differentiated instruction. </li></ul><ul><li>Remember: This is a philosophy, not a curriculum. </li></ul><ul><li>However, differentiated Instruction will be most effective when complimented by any good curriculum. </li></ul>