Book Review

Review by Dr. Craig Gaska

So Each May Soar: The Principles and Practices of Learner-Centered Classrooms

by Carol Ann Tomlinson

Click the cover to view on ASCD.

So Each May Soar: The Principles and Practices of Learner-Centered Classrooms by Carol Ann Tomlinson is her latest book published by ASCD. This book, unlike her other nine books, is not about differentiated instruction, rather she discusses the importance for educators to create classrooms and schools that are truly learner focused. In the preface, she states,

“In sum, then, the book is about putting students at the center of classrooms where quality practice provides a trustworthy foundation for helping young people grow consistently toward a better understanding of themselves, others, and the world they are inheriting.”

Tomlinson does a great job of reminding us of what education should be in light of what decades of research have told us about how classrooms and schools can look and feel.

Before making her argument for learnercentered classrooms, the first chapter discusses reasons why it has been so difficult to create them along with

a supporting curriculum. Tomlinson accurately points out that the use of standardized tests has not improved student achievement or created more equitable outcomes for students, but the exact opposite is true. She skillfully argues that this emphasis has,

“…encouraged ‘teaching to the tests’ at the cost of creativity and in-depth learning. Mandating standardized tests in certain subjects has diminished attention to the importance of subjects that are not tested (pg.10).”

The strength of her arguments can only be appreciated by a personal reading of the first chapter, which sets the stage for assessment, habits of mind, professional learning communities, curriculum mapping, growth mindset, visible learning strategies, alternative grading, differentiation, UbD, etc; just to name a few. So Each May Soar revisits these ideas as Tomlinson skillfully synthesizes them into a common theme, which is creating an engaging curriculum that students can relate to and take ownership of; in other words, a learnercentered environment. Tomlinson does an exceptional job encapsulating the mutually supportive research and writing of various experts in a comprehensive package that creates a gestalt moment for the reader. The result is a must-read book that offers practical processes to create learner-centered environments. Hopefully, after decades calling for such change, this

Tomlinson does an exceptional job encapsulating the mutually supportive research and writing of various experts in a comprehensive package that creates a gestalt moment for the reader.

the paradigm shift from current practice to learner-centeredness.

Over the decades, educators have been barraged with expert opinions and suggestions that are presented as initiatives in and of themselves: formative will become a reality in American schools. Tomlinson offers this in a way that will motivate the reader to embrace practices “so each may soar.”

The format of the book needs to be considered when determining how one

will approach it. The book is written in such a way that you can imagine being at a Tomlinson workshop and picture Carol Ann speaking in front of the room. It is as if she is with you in person. Hopefully, you have invited several of your colleagues to attend with you.

This workshop structure quickly becomes apparent as one works through the book. Each section begins with a dialogue that is very reader-friendly with figures that could also be a slide presentation. Several main ideas are presented through interesting personal anecdotes from Tomlinson’s experience, making it easy to relate to the points she is making. Throughout the book, there are several stopping points titled “Points to Consider,” which are a series of questions asking the reader to reflect on his/her practice and the material previously presented. One can almost hear Carol Ann saying, “Now turn to a table partner and discuss…” at these stopping points. On page 134, the reader will want to pay particularly close attention to her story of developing a learner-centered curriculum; it is very inspiring and will motivate you and your colleagues to create your learner-focused classroom(s).

Many books are written that allow the reader to skip from topic to topic. Not so with So Each May Soar. Because of the logical progression of topics, the book should be read from beginning to end, making sure to stop and reflect on the points to consider getting the most out of the book. That being said, although an individual reader will greatly benefit from reading and reflecting on what Tomlinson is saying, using it as a grade-level or school “book club” would be its best use. The rich discussion and implementation of learner-centered classrooms lend themselves to a group study.

The richest discussion and deepest reflection may result from the last chapter, which consists of three case studies that provide the “big picture.” Whether one reads the book on one’s own, as a grade level or department, school, or district; So Each May Soar is a must-read for educators who will find themselves motivated to revisit and apply what is known to work in schools and motivate students to learn at higher levels.

Dr. Craig Gaska has been in the field of education for over 35 years as a teacher, administrator, college professor, and educational consultant. He is currently an independent consultant, presenter, and professional development facilitator. Dr. Gaska holds a bachelor’s degree in elementary education, masters and educational specialist’s degree in administration, and a doctorate in curriculum and instruction.