Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years. And Is Not A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. A class is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games for enrichment. Asking students to do more of what they already know is hollow. All students have the opportunity to explore and apply the key concepts of the subject being studied.
All students come to understand the key principles on which the study is based.
Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches. On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.