ABSTRACT
Differentiation is not just a teaching strategy; it is a way of thinking about teaching and learning. It means responding to the needs of all learners and adjusting lessons for students who struggle, learn differently, or need more challenge. It entails recognizing and removing barriers to learning, tailoring instruction for individual needs and interests, identifying potential, using flexible groupings, and building on student success. Differentiation means doing whatever it takes to maximize students' learning instead of relying on a one-size-fits-all, whole-class method of instruction. Teachers can differentiate through content, process, and product. Pre-assessment, which is also called diagnostic assessment, is used before the lesson to determine student readiness, interests, prior knowledge, and preferred approaches to learning. Formative assessment is used during the lesson to determine what students have mastered, what they still need, and what needs to happen next. Summative assessment is used after the lesson to evaluate individual student growth and generally receives a formal grade. Differentiated instructional strategies include scaffolded assignments, tiered assignments, a menu of options, learning contracts, small-group instruction, and independent projects. The chapter concludes with lists of suggested pedagogical and assessment strategies for differentiation.
