Differentiated Instruction: a philosophy of teaching that recognizes the unique needs of students and takes responsibility for ensuring that all students receive appropriate learning opportunities and feedback appropriate to their individual needs. It is an approach that employs multiple, classroom-wide instruction and assessment strategies to ensure that students’ diverse learning needs are continually monitored and met.
Content: Differentiation of content refers to a change in the material being learned by the student.
Process: Differentiation of process refers to the way in which the student accesses material.
Product: Differentiation of product refers to the way in which the student shows what he or she has learned.
Readiness: Readiness refers to the skill level and background knowledge of the child. Teacher’s use diagnostic assessments to determine students’ readiness.
Interest: Interest refers to topics that the student may want to explore or that will motivate the student. Teachers can ask students about their outside interests and even include students in the unit-planning process.
Learning Profile: The student’s learning profile includes learning style (for example, is the student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example, does the student work best individually, with a partner, or in a large group), and environmental preferences (for example, does the student need lots of space or a quiet area to work).