Differentiate by Readiness

Only when a student works at a level of difficulty that is both challenging and
attainable for that student does learning take place.
Tomlinson, 2003

Match instruction to student knowledge, understanding, and skill. Challenge students to work at about 10% above
their independent level of instruction. See websites that support differentiation by readiness.

Differentiate by Interest

Students whose interests are tapped and deepened in school are more likely
to be engaged and to persist in learning.
Tomlinson, 2003

Inviting students to work in areas of interest or to explore new topics of interest makes learning more engaging and relevant. See websites that support differentiation by interest.

Differentiate by Learning Profile

If classrooms can offer and support different modes of learning, it is likely
that more students will learn more effectively and efficiently.
Tomlinson, 2003

Learning profiles include learning styles (e.g. visual, auditory, kinesthetic), intelligence preferences (e.g. analytical, creative, practical), culture, and gender. See websites that support differentiation by learning profile.

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Tools For Differentiation

Teacher tools to support differentiated instruction in the classroom.

Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.