No two children learn at the same rate or in the same manner. As a result, the teacher is required to provide multiple pathways for students to meet the PLOs in the IRP.

A) What differentiated instruction is not.

- individualized instruction
- chaotic
- homogeneous grouping
        - bluebirds and buzzards
- just tailoring of the same suit of clothes
        - not hard questions for gifted and easy questions for disabled

B) What differentiated instruction is.

- proactive
- qualitative rather than quantitative
        - different approaches rather than more or less
- multiple approaches to content, process, and product
- student centered
- blend/flow of whole-class, group, and individual instruction
        - a repeated rhythm of these activities
- organic

C) Areas for Differentiation

D) Instructional strategies

- compacting
        - useful when student away or other circumstances limiting ability or class time
        - deciding what student knows and needs to know - pre-assessment
        - concentrate on what needs to know
- independent projects
- interest centres or groups
- tiered assignments
        - level depends on previous learning, interest, and abilities
- flexible groupings
- learning centres
- varying questions
        - level depends on previous learning, interest, and abilities
- mentorships/apprenticeships
- contracts

E) Assessment in Differentiated Classroom

- Debate about different assessments of similar difficulty for different students
- Debate about criteria based on ability/experience – except for A’s