ABSTRACT
This chapter presents basic principles for coplanning differentiated instruction, including using preassessments, features of differentiation, and methods of assessment. Assessing student readiness better informs instructional practice, streamlines units of study for differentiation, and measures student growth over time. All students need motivating learning environments that promote engagement. By continuing to work through the advance the content, building buy-in and creating challenge of planning for gifted learners, an independent study focuses on differentiating through content, process, and/or product and should be structured in a manner conducive to student success. Using invisible tiering is all about being creative in coplanning and engaging students in their learning, so they are not focused on who is working on which level. Self-selected graduated difficulty involves students self-selecting a tiered learning assignment based on their own present levels of understanding. Collaboration through coplanning involves shared decision making, although it may or may not lead to coteaching.
