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Commentary Editor's note: The Commentary "Differentiation Doesn't Work," by James R. Delisle, provoked an avalanche of reader comments. Because of the extraordinary level of interest in the essay, Education Week is publishing this Commentary by one of differentiated instruction's foremost proponents.

Understanding Differentiated Instruction Knowing and Assessing Students How Learning Profiles Can Strengthen Your Teaching, by John McCarthy (2014)Here's a heretical notion: learning profiles can actually benefit students. McCarthy shares some tips. Tools for Teaching: Ditching the Deficit Model, by Rebecca Alber (2013)Alber proposes five activities for gaining knowledge about your students' strengths, interests, and hidden talents.

Daily collaborative planning time at Mesquite Elementary enables teachers to plan differentiated instruction to address the progress of each student. Credit: Zachary Fink Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program.

DifferentiationCentral is a service of the Institutes on Academic Diversity (IAD) at the University of Virginia's Curry School of Education. Created in 1996, the goal of the IAD is to help educators understand the principles of Differentiated Instruction and develop competence and confidence in creating responsive classrooms that meet the diverse learning needs of today's students.

Certainly, students need some help with pronunciation, and even repeating sounds to perfect their pronunciation skills, we ought still to be careful to differentiate between pronunciation and accent. Non-native speakers can certainly be understood even if they maintain something of their native accent!