We aren't quite sure what we're trying to differentiate, and therefore can't quite see how to do it other than giving some students more to cover and some less. That rarely works.

The high stakes test culture runs almost totally counter to what we know about how people learn. It causes us to engage in professional malpractice on a regular basis.

When challenge and skills are in balance the activity is its own reward

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.

Assessment is today's means of modifying tomorrow's instruction.

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.

We need teacher educators who regularly spend a great deal of time in classrooms so they have a deep understanding of where they students will teach.