Differentiation is a set of strategies.
DI is an entire teaching philosophy grounded in knowing students and responding to their needs.
Differentiation is group work.
Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups-depending upon demonstrated student need.
“I already differentiate.”
While many of us may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms-these classrooms develop and grow over time in response to student need.
Differentiated lessons have to be creative, “cute,” and fun.
While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum.
Differentiation is just the next educational fad.
Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear.
Providing choice = differentiation.
Different activities have to be held together by clear learning goals.
Differentiation isn’t fair.
Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there.
Differentiation means “dumbing down” the curriculum for less advanced learners.
Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.
Differentiation only works when kids are well-behaved.
Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met.
Preparing a differentiated lesson takes a huge amount of time.
Creating any high-quality lesson takes time. As we get our heads wrapped around the process, we become more efficient and develop storehouses of differentiated lessons to adapt.