ABSTRACT
This chapter highlights the rationale for differentiating the curriculum and learning experiences, ties to the standards, and strategies for differentiating. Planning followed by preassessing sets the scene for defensible differentiation. An inclusive look at differentiation offers examples of various ways to differentiate in order for all students to engage in learning on an ongoing basis. The focus of the chapter on differentiation provides a comprehensive discussion of the standards as they relate to the topic of differentiation. All of the NAGC Pre-K–Grade 12 Programming Standards have connections to and implications for differentiating instruction which are described in this chapter.
