Sometimes educators suffer from the "I already do that" syndrome. In those cases, we feel inadequate if we admit we have a distance to go as learners of our craft.

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.

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.

I have little interest in a surgeon who says, "I learned that when I was in medical school. Why should I revisit it?" or who says, "I've done that operation the same way for ten years. Don't bother me with new approaches." I see teaching in the same way.

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

As a teacher, it is your job to make explicit whatever you though was implicit

Accepting both the opportunity and the responsibility evokes a great deal of humility.