In the past, I’ve written several articles about the myths that prevents many teachers from using Differentiation as an integral part of how they meet learner needs.
- Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths
- There’s No Time to Differentiate: Myth Busting DI, Part 2
- Differentiating is just too difficult: Myth-Busting DI Part III
- Teachers Are in Control: Myth-Busting DI
- Mythbusting Differentiation: Solutions to Make Differentiation a Reality
They have resonated with educators who comment and share these articles with colleagues. I often hear how the articles empowered or gave teachers permission to do more. Best of all, most express finding affirmation for what they are already doing, which is one intention of these articles: Teachers do differentiate, whether unconsciously or with deliberation.
It’s time to change the focus from the myths to the truths. What are the realities for Differentiation?
There are many. Here is the first:
Differentiation starts with learners.
The standard language for Differentiation was introduced early on by Carol Ann Tomlinson and Susan Allan in books in 1999 and 2001. It’s a language that continues to work today, as I note in So All Can Learn: A Practical Guide to Differentiation.