Key Principles of a Differentiated Classroom
- The teacher is clear about what matters in the content area.
- The teacher understands, appreciates, and builds upon student differences.
- Assessment and instruction are inseparable.
- The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles.
- All students participate in respectful work.
- Students and teachers are collaborators in learning.
- Goals are maximum growth and continued success.
- Flexibility is the hallmark of a differentiated classroom.
In a differentiated program:
- differences are studied as a basis of planning.
- student differences shape curriculum.
- preassessment is typical.
- multiple learning materials are available.
- multiple options for students are offered.
- students make sense of information.
- emphasis on concepts and connections is made.
- there is variable pacing.
- students aid in setting goals and standards.
- varied grading criteria are used.
- excellence as an individual effort is honored.
A differentiated program is not:
- "individualized instruction"*
- "chaotic"*
- "another way of providing homogeneous grouping"*
- "tailoring the same suit of clothes"*
- more tasks and assignments but different ways of providing learning experiences
From How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson
