Traditional Classroom vs. Differentiated Classroom
• Differences are acted upon
when problematic.
• Assessment is most common
at the end of learning to see
“who got it”
• A relatively narrow sense of
intelligence prevails
• Coverage of curriculum
guides drives instruction
• Whole class instruction
dominates
• A single text prevails
• Differences are studied as a basis
for planning.
• Assessment is on-going and
diagnostic to to make instruction
more responsive to learner needs
• Focus on multiple forms of
intelligences is evident
• Student readiness, interest, and
• Many instructional arrangements
are used
• Multiple materials are provided
TRADITIONAL DIFFERENTIATED
Adapted from “The Differentiated Classroom: Responding to the Needs of All Learners,” by
Carol Ann Tomlinson, 1999, p.16