We can always gain more depth and breadth in our work [as educators]. There are always new discoveries to be made.

We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

We have students at the university say on a regular basis, "You're asking us to think and no one has ever done that in school."

Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.

It's important to know how to lead and manage a classroom with flexibility. Students of all ages are quite capable of learning these routines and contributing to their success once the teacher is comfortable guiding students in that direction.

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

Readiness is a student’s entry point relative to a particular understanding or skill.