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A 3 page article analysis that examines "Reconcilable differences? Standards-based teaching and differentiation" by C.A. Tomlinson (2000). In this article, Tomlinson outlines one of the most prevalent problems in teaching today, which is how to reconcile the needs of differential teaching, that is, teaching to the abilities and needs of each student, with the rigorous demands of standards, which often makes teachers feel that they have to forego differential teaching in order to "teach to the test." An overview is offered and then the writer's reaction to the author's argument. No additional sources cited.
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3 pages (~225 words per page)
File: D0_khsbvd.rtf
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how to reconcile the needs of differential teaching, that is, teaching to the abilities and needs of each student, with the rigorous demands of standards, which often makes teachers
feel that they have to forego differential teaching in order to "teach to the test." In response to this dilemma, Tomlinson argues that there is conflict between standards and differential
teaching only if teachers "use standards in ways that cause us to abandon what we know about effective curriculum and instruction" (p. 6). If supporting this statement, Tomlinson first outlines
the characteristics of differential teaching, emphasizing that this is a philosophy of teaching. She then outlines the demands of standards-based teaching in a manner that shows the numerous drawbacks
in using a purely standards-based approach. Then, in a section entitled "Negative cases," she shows the tremendous negative impact that standards-based teaching can have on student outcomes when it is
the sole approach to pedagogy. It is a t this point that Tomlinsons article begins starts to get interesting because she points out that "Curriculum tells what to teach: Differentiation
tell us how" (p. 8). As this suggests, standards-based (i.e., curriculum-based teaching) is not necessarily at odds with differentiation, as this is philosophy that suggests "ways in which we
can make the curriculum work best for varied learners" (p. 8). In other words, Tomlinson presents differentiation as a challenge that can be seen within the context of standards-based teaching.
She then offers "Positive cases," which attest to the fact that these two approaches to the modern classroom can be reconciled. Tomlinson concludes her article by admitting to her readers
that teaching differentially within a standards-based curriculum is a daunting challenge; however, she goes on to argue that this must be done in order to meet the needs of todays
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