Prospective teachers may read about the science of education, but they'll only grasp the art in their early years by seeing it practiced and having it commended to them.

A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.

As educators we need to understand that there is no finish line in our work.

Teaching is a very habit-bound endeavor. We're unsettled by the unfamiliar. We're creatures of habit too.

We're teaching a generation of students who've been schooled to produce quick, right answers on demand. They are not comfortable with ambiguity. The implications of that in the long term are discomforting.

Prospective teachers may read about the science of education, but they'll only grasp the art in their early years by seeing it practiced and having it commended to them.

In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.