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Recently I've come to the idea that the question "how do you differentiate?" is the wrong question to ask (or at least coming in the wrong sequence). The essential question should be "what do you differentiate?" By differentiating instruction I am changing something for some group of students. To do this I have to ask myself "what can I change and what do I need to keep the same?" What follows are three cases of differentiation, all of which change a different facet of learning.

Recognizing and nurturing giftedness in young children presents an important challenge to educators. Schools need to respond to their educational needs before their abilities diminish or become less recognizable to those who can do something about them.

Effective tween instruction incorporates movement every 10 to 15 minutes.

parents, school personnel and board members had named consistent communication of the restructuring a key priority in order for it to succeed and leaders have made sure to get that information to parents and district leaders since before the changes took place.