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There has always been learner variability in the classroom, and good teachers have always differentiated their instruction, although they may not have used that term. Differentiation is not a new idea. What is new, however, is the increasing pressure on teacher educators and staff development specialists to help teachers learn how to address the increasing variability of today’s classrooms in systematic and consistent ways. A major goal of the differentiation model, as outlined by Carol Tomlinson (1999, 2001, 2004) is to help teachers recognize and embrace the need for variability in instruction and then develop and refine classroom-friendly strategies to facilitate both the design and the implementation of a differentiated classroom.

Definition of Differentiated Instruction
Differentiation of instruction is first and foremost a philosophy of teaching and learning that recognizes and embraces student diversity in all its forms. Differentiation is a “classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning” (Tomlinson, 1999). “Whatever it takes” often means that teachers have to resist the temptation to design one-size-fits all classroom activities and instead provide multiple ways for students to access content knowledge, process skills, and show evidence of their learning. Rather than attempt to vary teaching style from time to time, teachers who are committed to differentiating strive to provide a “reasonable range of approaches to learning much of the time” (Tomlinson, 2001). In a differentiated classroom, this means that the teacher works hard to design lessons to address variability in students’ interest, in students’ learning profiles, in students’ abilities, and in students’ readiness for the tasks at hand.

Student Interest
Teachers have long recognized the power of tapping into student interest. People learn better and faster if they have some interest in the topic or skill at hand. While it is probably not possible to convince students that everything in the required curriculum is fascinating and highly pertinent to their lives, savvy teachers do their best to link content to student interest whenever they can. If a student hates to read, but is interested in motorcycles, we try to find appropriate reading matter on motorcycles. If a student sees no purpose to algebra, we bring in people who use algebra in their jobs. If a student finds the history of the Civil War less than fascinating, we tell them stories of children from that time period and how the war affected their lives and the lives of their parents to help students see how history connects to their own world experiences.

At the same time, we recognize that part of our duty as educators is to increase the breadth of student interests as well as the depth. How can a student be interested in something that he or she has never heard of? Thus, we find ourselves in the position of needing to respond and connect to existing student interests as often as possible and introducing students to a variety of exciting topics and skills that we hope will become new interests along the way.

Student Learning Profile
A student’s learning profile consists of a number of characteristics. A learning profile encompasses students’ preferred learning style (such as visual, auditory, or kinesthetic or preference for part-to-whole or whole-to part learning), their pattern of strengths and weaknesses in terms of multiple intelligences (Howard Gardner’s linguistic, logical/mathematic, bodily/kinesthetic, spatial, musical, interpersonal, intrapersonal, and naturalist intelligences or Robert Sternberg’s analytic, practical, and creative intelligences), learned cultural and gender preferences for learning (e.g., preference for competitive or collaborative learning), psychological characteristics (e.g., introversion vs. extroversion), and environmental preferences (e.g., preference for an environment which is brightly or dimly lit).

Providing differentiated instruction in the classroom, then, is important for all students. It becomes even more crucial, however, when students fall into one of three categories that present special challenges: English language learners, children with language-specific learning differences, or struggling readers.

• English language learners face the dual task of learning English and learning to read. "Out of nearly 3 million public school teachers surveyed by the National Center for Education Statistics, 41% report teaching limited English proficient (LEP) students, while only 12.5% have received 8 or more hours of training" (NCELA Newsline Bulletin, 2002).

• Children with language-specific learning differences, many of whom would have previously been taught in a specialized setting, are now members of the “inclusion classroom.” So it becomes the general classroom teacher’s task to help these children develop literacy.

• Struggling readers—a somewhat catchall term for students who struggle often and those who struggle with a few concepts from time to time—can easily fall through the instructional cracks. Teachers of these children need materials at the ready to provide scaffolding as needed.

When teachers make it possible for students to learn in a manner that is comfortable for them, they are able to learn more efficiently. With the large amount of content in today’s curriculum, efficiency of learning is crucial. But as with students’ interests, the wise teacher recognizes the need to indulge a students’ preferences when possible, but balance that with safe opportunities for students to try out less developed aspects of their learning profile. To not do so would handicap students in the long term, for

their learning preferences cannot and will not always be honored.

Student Readiness
Experienced teachers know what psychologists, brain researchers and education experts have been telling us for years—that students learn best when what they are asked to do is just a bit more challenging than what they are currently capable of. By offering learning activities that are just beyond what students can do unassisted and then providing the scaffolding necessary for students to succeed at these tasks, we facilitate cognitive growth in an atmosphere that is neither too challenging, which promotes frustration and resentment, or too easy, which promotes boredom and apathy.

A student’s readiness to learn encompasses several factors. Certainly a student’s past achievement and/or aptitude for a subject area are a consideration, but so too are the child’s previous exposure to the topic at hand, their mastery or lack of mastery of prerequisite skills, their physical and emotional state, and their attitude toward the topic or skill in question. It is the teacher’s job to consider all of these factors when determining a child’s readiness to learn and then to match learning experiences to the student’s background and needs as often as possible.

The Non-Negotiables of High Quality Differentiated Instruction
In many ways, the differentiated classroom resembles any good classroom. Students are offered a challenging curriculum that is stimulating and pertinent in an atmosphere that is safe and accepting. The mission of the teacher in a differentiated classroom is to provide challenging work that is matched to students’ needs in terms of readiness, interest, and learning profile in an atmosphere that is welcoming, respectful of differences, supportive of appropriate academic risk-taking, and that emphasizes both cognitive and affective growth for all students. As part of this mission, there are four non-negotiables that must be present in a classroom for it to be truly differentiated: high-quality curriculum, respectful activities, flexible grouping, and ongoing assessment.

• Non-negotiable Number One: High Quality Curriculum
There is no point in differentiating a curriculum that is unfocused, misleading, developmentally inappropriate, and/or disconnected to students’ lives. Before we even begin to vary what we ask students to do in the classroom in terms of content, process, and/or product, we must first ensure that what we are starting with is of the highest quality. According to Tomlinson (1999, 2001, 2004), a high-quality curriculum

• is clearly focused on the essential skills of the discipline.
• affectively engages the learner.
• is enjoyable and satisfying.
• provides choices.
• is clear in its expectations.
• allows for meaningful collaboration.
• focuses on products (things students make or do) that matter to students.
• connects to students’ lives and world.
• is fresh and surprising.
• is real, coherent, and challenging to the student.
• calls on students to use what they learn in interesting ways.
• involves the student in setting goals and assessing progress.
• High quality differentiation must incorporate all of the above and match students’ readiness, interest, and learning profile.

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