Reconcilable Differences: Standards-based Teaching and Differentiation.

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How researchers see this paper

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A Rationale for Differentiating Instruction in the Regular Classroom (2005, background): “This long experience in education clearly indicates that—because human needs, interests, and motivation are so dizzyingly idiosyncratic, even in school settings—significant learning (that which is personally meaningful, satisfying, transferable, and long lasting) must be, absolutely must be, mediate”
SLP-educator classroom collaboration: A review to inform reason-based practice (2017, background): “The idea is to provide different avenues to learning depending on the individual needs of different students in the classroom such as providing reading materials at varying readability levels, manipulatives, choice in assignments, and engaging work contexts (Tomlinson, 2000).”
Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient (2009, background): “Although differentiation and state standards can peacefully coexist in a classroom (see Tomlinson, 2000), teachers often find it difficult to reconcile attending to student differences with a broader high-stakes testing culture that seems to mandate the opposite.”
Differentiated Instruction, Professional Development, and Teacher Efficacy (2014, background): “Hence, differentiation is a philosophy or a way of thinking about teaching and learning rather than a single instructional strategy (Tomlinson, 2000, 2008).”