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.

Teachers craft classrooms that are good matches for their teaching styles as well as for learner needs.

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.

Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.

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

We need teacher educators who are hungry to learn about and implement contemporary approaches to teaching and learning in their own classrooms and who are reflective about their work with their students.

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.