One Size Does Not Fit All: Standards-Based

Differentiation
Math, Differentiated Instruction, Data, Assessment – Grades K-5
This session examines differentiation and the research supporting it. You will discuss
state standards and the relationship between standards and differentiation. You will also
find out how to learn more about your elementary school students and their strengths,
needs, strategies and interests by using formal and informal assessments and some quick
methods of data analysis.

Jody Guarino
San Clemente, California
Jody Guarino is a National Board Certified Teacher that has spent the past 12 years as an
elementary classroom teacher in Capistrano Unified School District. She is also a master
teacher, a beginning teacher support and assessment provider, and a district mentor. Jody
has been a contributing author to district curriculum and has developed and provided
numerous workshops and seminars on parent education, differentiation, and effective
teaching strategies in math and language arts. Her presentation, “Standards-Based
Differentiated Math” is featured on the Panhandle Area Educational Consortium website,
a site offering staff development opportunities to teachers across the country. Jody is a
lecturer at the University of California at Irvine. She holds a Master of Science degree in
Education from California State University at Fullerton and a Bachelor of Arts degree in
Communications and Sociology from the University of Southern California.
theme / DIFFERENTIATION

Traveling the road

T
BY CAROL ANN TOMLINSON he concept of needs, and could not suppose that
differentiated teaching one topic in one way accord-
instruction is at ing to one timetable was a viable
least as old as practice.
Confucius. He Over time, schools were consoli-
reflected its core dated and students were assigned to
meaning when classrooms according to their chrono-
he advised that people differ in their logical age. Conventional wisdom was
abilities. To teach them, he counseled, that the teacher’s job would be easier
you have to start where they are. if age variance was factored
In the United States, differentia- out of the teach-
tion was a way of life in the one-room ing/learning
schoolhouse. There, the teacher knew equation. We
students would vary greatly in age,
experience, motivation to learn, and
proficiency. To effectively instruct the
CAROL ANN TOMLINSON is a professor of
range of students, teachers had to be
Educational Leadership, Foundations, and
Policy at Curry School of Education, flexible in their use of time, space,
University of Virginia. You can contact her at materials, student groupings, and
University of Virginia, P.O. Box 400277, instructional contact with learners.
Charlottesville, VA 22904, (434) 982-2963,
fax (434) 924-0747, e-mail: Teachers could not assume students
cat3y@[Link]. were essentially alike in their learning

8 JSD FALL 2005 VOL. 26, NO. 4 [Link] NATIONAL STAFF DEVELOPMENT COUNCIL

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were
developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The
Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use
of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

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 theme / DIFFERENTIATION
majority of their academic time in
general education settings. Students
in each of these populations (as well
as students with multiple exceptional-
ities whose needs encompass both
populations) require responsive
instruction to develop to their full
potential.
THE
3. Tracking students by ability
NEED FOR
came to believe the teacher could levels to address learner needs has not
DIFFERENTIATED
concentrate on developing and helped students achieve and has, in
INSTRUCTION
delivering one lesson for students fact, resulted in lowered expectations
whose learning needs would be Many signs point to the for many students who could per-
relatively homogeneous based on need to develop teachers’ form at a higher level if given appro-
their assignment to the class by capacity to address differ- priate opportunities to do so
age. Today, high stakes tests ences in students’ readiness, (Applebee, Langer, Nystrand, &
appear to move beyond interests, and learning prefer- Gamoran, 2003; Educational
merely reinforcing that ences so more students can Research Service, 1992). An excep-
one-size-fits-all achieve at higher levels in tion is advanced learners, who likely
teaching is school. Combined, the indica- would suffer from being placed in
tors are a convincing case for dif- more heterogeneous classrooms
ferentiation — or making sure indi- unless advanced learning opportuni-
vidual students get the support they ties were consistently available (Kulik
need to learn as much as they can, as & Kulik, 1987).
acceptable to seem- efficiently as they can. 4. The achievement gap between
ing to mandate uni- 1. The United States is becoming Caucasian students and many minor-
form instruction to a nation of racial and ethnic minori- ity groups — including African-
produce uniform ties, rather than a nation with a American,
The indicators are a
outcomes for stu- majority race and multiple minori- Hispanic, and
convincing case for
dents of a given ties. Classrooms mirror that ethnic, Native American
age and grade. cultural, and linguistic diversity learners — is likely differentiation — or making
Yet despite (Marx, 2000). To be effective, teach- aggravated by track- sure individual students
these habits of ers must take into account the stu- ing, which separates get the support they need
practice and testing dent’s language, economic status, students perceived to learn as much as they
mandates, conversa- background experience, and views of as lower performing can, as efficiently as they
tions about differentia- the world, all of which affect the from those per-
can.
tion are burgeoning. child’s learning. ceived as higher
Teachers understand the need 2. Most districts now include stu- performing (Denbo, 2002;
to pay attention to student variance, dents with identified special educa- Landsman, 2001).
and evidence abounds that teaching tion needs in general education class- 5. Some experts also question the
with student variance in mind rooms. About 96% of teachers have efficacy of special programs — such
yields positive results (Tomlinson students in their classroom who have as those for students with learning
et al., 2003). Developing class- been identified with a learning dis- disabilities and students with reading
rooms that are more responsive ability, according to the U.S. problems — in raising the achieve-
to learner needs is challenging Department of Education (2001), ment levels of students assigned to
but presents a significant oppor- and on average, have three to four those programs (Tomlinson, 2004).
tunity for staff developers to make a students with Individualized These indicators point to a clear
difference for teachers and their stu- Education Plans. In addition, most need for teachers who can teach
dents. students identified as gifted spend the diverse student populations, grouped

NATIONAL STAFF DEVELOPMENT COUNCIL (800) 727-7288 VOL. 26, NO. 4 FALL 2005 JSD 9

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were
developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The
Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use
of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

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 heterogeneously, at a high level.

theme / DIFFERENTIATION
EFFECTIVE DIFFERENTIATION
Achieving that goal seems likely only
when teachers proactively respond to Research suggests that effective differentiation:
the varied needs of their learners.
1 Is proactive rather than reactive. Teachers plan multiple routes for students
THE PROMISE OF to succeed rather than adapting one-size-fits-all lesson plans when it
DIFFERENTIATING INSTRUCTION becomes evident the lessons are not working.
Common sense and research sug- 2 Uses small, flexible learning groups for instruction. Teachers plan to meet
gest that responsive or differentiated with various groupings of students based on a variety of needs throughout
instruction benefits learners. a learning cycle.
It’s easy to get so mired in educa-
tional jargon and debates about par- 3 Uses a variety of materials to address learner needs, including materials at
ticular approaches to teaching that we a range of reading levels and materials that address various learning
forget to draw on the common sense modalities.
of the classroom. In regard to what we 4 Uses flexible pacing to address learner variance. In these classrooms, teach-
now call “differentiation,” for exam- ers do not assume that a good day is one in which every student begins
ple, we might do well to ask a few and ends a task at the same time.
straightforward questions. Is it likely
5 Is knowledge-centered. Lessons are based on the teacher’s clear under-
that a student will learn fractions in a
standing of what is essential in the study unit, and the teacher helps each
one-size-fits-all classroom if that stu-
student build his or her own maps of understanding and skill encompass-
dent has never mastered subtraction
ing the essentials.
or division? Is it likely that a student
will master a 7th-grade spelling list if 6 Is learner-centered. Teachers systematically study learner traits to under-
her spelling skills hover around a 3rd- stand what each student brings to the task, what each student needs to
grade level? Is a student who reads succeed with the task, and what the student needs to support his or her
like a high school success.
Much of differentiation student likely to
draws on practices that are have a productive
at the core of specialty year in a reading
area practices. program that reading, gifted education, and second backgrounds and achievement levels
assumes everyone language instruction. who become disenchanted with learn-
should move lock-step through a 4th- Considerable research indicates ing because school has failed to con-
grade reader? that students learn best when they nect with them as individual learners.
The observable experience of work with materials and tasks at a
teachers and their students indicates moderate level of challenge for them THE CHALLENGE OF
there is a daily need to examine learn- as individuals, that the motivation to DIFFERENTIATING INSTRUCTION
er status with regard to desired out- learn is enhanced when student inter- Most current teachers have likely
comes so that instruction can be tai- ests are linked to desired outcomes, neither been students in nor seen
lored for success. and that students learn more efficient- effectively differentiated classrooms.
Much of differentiation draws on ly when learning preferences are While many teachers indicate that
practices that are at the core of spe- addressed in classrooms. they believe differentiated or respon-
cialty area practices. In effectively dif- While most teachers persist with sive teaching would benefit students,
ferentiated classrooms, teachers use a single-size approaches to instructing they also indicate they do not believe
variety of graphic organizers, reading diverse students populations, both it is feasible for them to differentiate
materials at different levels of com- research and everyday observation instruction (Schumm & Vaughn,
plexity, direct instruction in small provide ample evidence that many 1991). Research — as well as a com-
groups, curriculum compacting, up- students are ill-served in such class- monsense look around schools —
front teaching of vocabulary to sup- rooms. We are repeatedly disappoint- suggests that the “infeasibility” argu-
port reading success, and so on. These ed by test scores indicating a shortfall ment is winning in teachers’ struggle
approaches — and others like them in student achievement. More disap- of conscience.
— have been found effective in the pointing is the number of students 1. Teachers seldom differentiate
specialty areas of special education, from varied economic and cultural instruction — whether for students

10 JSD FALL 2005 VOL. 26, NO. 4 [Link] NATIONAL STAFF DEVELOPMENT COUNCIL

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were
developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The
Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use
of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

16 of 18
who are English language learners,

theme / DIFFERENTIATION
students with learning problems, or RESEARCH FINDINGS ABOUT STUDENT ACHIEVEMENT
students identified as gifted. AND DIFFERENTIATION
2. Few teachers instruct in ways Research (Tomlinson et al., 2003) on differentiation in response to readi-
that are culturally and racially sensi- ness, interest, and learning profile indicates:
tive.
3. When teachers do differentiate Readiness
instruction, they often do so in ways • Each student’s work should be at an appropriate level of challenge.
that are more tangential than substan- Students are frustrated when work is too hard. Students are bored when
tive, and in ways that are more reac- work is too easy. Neither produces positive achievement. When the diffi-
tive than proactive or planned. culty of the task matches the student’s readiness, both achievement and
4. Even teachers in special class attitude about learning are likely to improve.
settings who differentiate for students
Interest
with an exceptionality that “matches”
their specialty seldom differentiate for • Tasks and questions that link to a student’s interest are likely to promote
students with exceptionalities in other greater student engagement, satisfaction, creativity, and autonomy.
areas or with multiple exceptionalities.
• Tasks that are interesting to students are likely to enhance their attitudes
5. Few preservice teacher pro-
about learning.
grams seem to prepare beginning
teachers to plan for effective instruc- • Tasks that are interesting to students are likely to increase their sense of
tion of academically diverse learners competence and their achievement.
(See Tomlinson et al., 2003).
• When students do not have strong personal interests, it may be particular-
Teaching is a habit-bound profes-
ly important to use choice, novelty, and links with their prior experiences
sion. The demands of teaching neces-
to build their interest.
sitate that teachers develop virtually
automatic classroom routines to be Learning profile
able to survive the early stages of • Learning profiles are shaped by learning style, gender, culture, and intelli-
becoming a teacher. Once those gence preferences (individuals’ preferences in reasoning).
habits and routines are set, it is pro-
foundly difficult for teachers to modi- • Addressing learning style tends to result in improved achievement and atti-
fy them significantly. Indications are tude about learning for students in a wide range of cultural groups.
that while many teachers see an • Addressing a student’s intelligence preferences in the learning cycle is likely
increasing need to reach out different- to improve achievement even if the final assessment is not a match for the
ly to students whose differences are student’s preferences.
evident, they lack the skills to do so.
• Understanding varied approaches to learning across cultural groups guides
THE OPPORTUNITY teachers’ awareness of how to develop learning contexts that are flexible
FOR STAFF DEVELOPERS enough to work for a range of learners.
Even for teachers with the will to
teach more responsively, at least four
key barriers to effective differentiation
exist: a lack of reflection on students Not surprisingly, the barriers to confidence in more than one area.
as individuals; lack of clarity about differentiation vary from teacher to Staff development leading to more
what students should know, under- teacher. Some teachers, for example, responsive classrooms is, then, staff
stand, and be able to do as the result are clear about essential outcomes and development in quest of profound
of a segment of learning; inadequate grasp the appropriate instructional changes in standard teaching practice.
repertoires of instructional approaches strategies for differentiation — but Such staff development would, itself,
that invite student-centeredness and lack the management skills to imple- be profoundly different from standard
flexibility; and lack of skills to manage ment what they know. Others manage practice. It would necessarily move
and facilitate flexible instruction a flexible classroom confidently but from “training via mass inoculation”
(Brighton, Hertberg, Moon, are ambiguous about essential learn- to professional learning opportunities
Tomlinson, & Callahan, in press). ing outcomes. Many teachers lack proactively planned to be catalysts for

NATIONAL STAFF DEVELOPMENT COUNCIL (800) 727-7288 VOL. 26, NO. 4 FALL 2005 JSD 11

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were
developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The
Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use
of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

17 of 18
theme / DIFFERENTIATION
persistent and personalized teacher rials, resources, informed leadership, close the achievement gap? In S.
growth throughout a career. Such staff and collegial support necessary to risk Denbo & L. Beaulieu (Eds.),
development is: and succeed with change. Improving schools for African-American
1. Reflective: helping teachers 10. Sustained: recognizing that students: A reader for educational lead-
develop the practice of reflecting on teachers continually evolve as profes- ers (pp. 13-18). Springfield, IL:
their students as individual learners. sionals and need intelligent support to Charles C. Thomas.
2. Informed: based on current continue to evolve throughout their Educational Research Service.
best professional understandings from careers. (1992). Academic challenge for chil-
the range of educational specialties of 11. Differentiated: addressing dren of poverty: Summary report.
what constitutes effective teaching the reality that teachers themselves Arlington, VA: Author.
and learning for the spectrum of differ in readiness, interest, and learn- Kulik, J. & Kulik, C. (1987).
learners. ing profile, will do so throughout Effects of ability grouping on student
3. Diagnostic: ensuring that their professional lives, and will maxi- achievement. Equity & Excellence,
teachers develop the skill and will to mize their individual capacities as 23(1-2), 22-30.
study, chart, and respond to students’ teachers if they receive the right sup- Landsman, J. (2001). A white
learning needs. port at the right times. Staff develop- teacher talks about race. Lanham, MD:
4. Connective: focused on clari- ment that models for teachers the Scarecrow.
fying the interdependence between beliefs, attitudes, and practices that Marx, G. (2000). Ten trends:
curriculum, assessment, and respon- differentiation commends for their Educating children for a profoundly
sive instruction. students provides powerful images of different future. Arlington, VA:
5. Application-oriented: rooted what the practice looks like and how Educational Research Service.
directly in teachers’ daily classroom it benefits individual human beings. National Research Council.
practice and planned to ensure teach- Staff development leaders will (1999). How people learn: Brain,
ers use quality curriculum, flexible necessarily play a profound role in any mind, experience, and school.
approaches to instruction, and effec- movement to ensure that contempo- Washington, DC: National Academy
tive classroom management routines. rary classrooms are appropriately Press.
6. Problem-focused: based on responsive to contemporary students. Schumm, J. & Vaughn, S.
the assumption that there is not one The need for such classrooms is evi- (1991). Making adaptations for
right way to teach, and that teaching dent — as is the gulf between the mainstreamed students: General edu-
is strengthened when professionals characteristics of much current class- cation teachers’ perspectives. Remedial
examine classroom complexities and room practice and academically and Special Education, 12(4), 18-27.
debate the merits of a range of responsive classroom practice. Staff Tomlinson, C. (2004,
approaches to teaching. development is the bridge between November/December). The mobius
7. Quality-concerned: ensuring what is and what might be. effect: Addressing learner variance in
fidelity to key prin- schools. Journal of Learning
Teachers need the skill and
ciples of responsive REFERENCES Disabilities, 37(6), 516-524.
will to study, chart, and teaching and consis- Applebee, A., Langer, J., Tomlinson, C., Brighton, C.,
respond to students’ tently aimed at Nystrand, M., & Gamoran, A. Hertberg, H., Callahan, C., Moon,
learning needs. understanding the (2003, Fall). Discussion-based T., Brimijoin, K., Conover, L., &
impacts of particular approaches to developing understand- Reynolds, T. (2003). Differentiating
approaches on the cognitive and affec- ing: Classroom instruction and stu- instruction in response to student
tive development of individual learn- dent performance in middle and high readiness, interest, and learning pro-
ers. school English. American Educational file in academically diverse class-
8. Collaborative: ensuring that Research Journal, 40(3), 685-730. rooms: A review of literature. Journal
classroom teachers, specialists, and Brighton, C., Hertberg, H., for the Education of the Gifted,
administrators engage in mutual Moon, T., Tomlinson, C., & 27(2/3), 199-145.
problem solving that brings to bear Callahan, C. (In press). Feasibility of U.S. Department of Education.
the perspectives and expertise of mul- high-end learning in the academically (2001). Twenty-third annual report to
tiple professionals in designing aca- diverse middle school. Storrs, CT: Congress on the implementation of the
demically responsive classrooms. National Research Center on the Individuals with Disabilities Education
9. Supportive: designed to Gifted and Talented. Act. Washington, DC: U.S.
ensure that teachers have time, mate- Denbo, S. (2002). Why can’t we Government Printing Office. I

12 JSD FALL 2005 VOL. 26, NO. 4 [Link] NATIONAL STAFF DEVELOPMENT COUNCIL

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were
developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The
Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use
of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

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