Hallmarks of a Differentiated Classroom

According to our textbook, " Differentiation in Practice" by, Carol Ann Tomlinson and Caroline Cunningham Eidson, there are 11 Hallmarks of a Differentiated Classroom. They are:

1. There is a strong link between assessment and instruction.
2. The teacher is clear about learning goals.
3. The teacher groups students flexibly.
4. The teacher uses time, space, and materials flexibly.
5. The teacher involves her students in understanding the nature of the classroom and in making it work for everyone.
6. The teacher emphasizes individual growth as central to the success of the class.
7. The teacher works to ensure that all students have "respectful" work. 
8. The teacher makes sure differentiation is always "a way up," and never "a way out."
9. The teacher sets her own sights high, just as she asks her students to set their sights high.
10. The teacher seeks specialists' active partnership in her classroom. 
11. The teacher's differentiation is largely proactive rather than reactive. 

What I gather from reading through all of the Hallmarks of differentiation, is that there is no one way to teach all students, and there is no one way to differentiate your classroom.  When we are thinking about the differentiation needs in each of our classrooms, we do need to make sure that we are considering the three characteristics that indicate a students need for differentiation, which are:

1. Readiness
2. Interest
3. Learning Profile

If a students is not ready for the subject matter and level of differentiation, then you need to wait.  If the student shows no interest, then you are probably wasting your time, and possibly need to either wait, or help build more interest for your student.  

I think the biggest take away is that, all students are going to need something different at some point in their education, and we can't expect all students to be the same. It's simply not fair to them.