One definition of differentiation is: making lessons in the classroom different so that all children’s needs are met; the teacher doesn’t just “teach to the middle” but finds ways to incorporate all levels of ability.

It can be particularly challenging to differentiate or adapt instruction to respond to the varying student needs in the heterogeneous, mixed-ability classroom. In such a class it is not surprising to find students at both ends of the learning curve: those performing multiple years above grade level, as well as those still struggling with concepts learned in prior academic years (while the majority of students in the class will have abilities falling somewhere in between). At the same time, these students will all have different favorite areas of, as well as differing methods for, learning.

In such a setting it is impossible to develop any one-size-fits-all template or cookie-cutter curriculum; a teacher will be compelled to employ a variety of learning options designed to engage the students’ varying interests, learning profiles, and ability levels. It is important to note, however, that the differentiated classroom is not one where the primary instruction is similar for all students and adjustments to accommodate learning levels merely consist of varying the degree of testing or reporting. Nor is it appropriate to give more advanced learners extra work or extension assignments when “normal” class work is completed. It is crucial that their instruction be substantively different in that it allows them to investigate material with greater depth and complexity as appropriate. Additionally, pre-assessment is an effective tool to identify students who have already mastered the material and who could benefit from accelerated curriculum compacting. When planning, a teacher should try to keep the following in mind: