Imagine an emergency room filled with patients. You know each is waiting for a doctor for a different need, yet all patients have the same goal: get healthy. The doctor will examine, diagnose, and treat each patient accordingly. Teaching is a similar practice when instruction is differentiated.
 

Educators can make excuses for not differentiating, but when differentiation becomes your philosophy rather than a set of instructional strategies, there are no more excuses. This week you will examine a philosophy and how it provides the foundation for thinking about the curriculum-related elements of differentiated instruction. You will also practice analyzing learner needs by using strategies for getting to know your students.

 Please proceed to Readings.