<sod>'''Differentiated instruction and assessment''' (also known as '''differentiated learning''' or, in education, simply, '''differentiation''') is a framework or philosophy for effective teaching that involves providing different [[student]]s with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of [[idea]]s; and developing [[teaching]] [[textbook|materials]] and assessment measures so that all students within a [[classroom]] can [[learn]] effectively, regardless of differences in ability.<ref name="Tomlinson">{{cite book|last=Tomlinson|first=Carol|title=How to Differentiate Instruction in Mixed-Ability Differentiated Instructions provides access for all students to the general education curriculum.  The method of assessment may look different for each child, however the skill or concepts taught is the same. Classrooms|publisher=Association for Supervision and Curriculum Development|location=Alexandria, VA|year=2001|edition=2|isbn=0871205122}}</ref> Students vary in culture, [[socioeconomic status]], language, gender, motivation, ability/[[disability]], personal interests and more, and teachers must be aware of these varieties as they plan curriculum.  By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.<ref>{{cite journal|last=Tomlinson|first=Carol Ann|title=Mapping a Route Toward a Differentiated Instruction|journal=Educational Leadership|year=1999|volume=57|issue=1|pages=12}}</ref>  Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles.  It is a classroom that includes all students and can be successful.  To do this, a teacher sets different expectations for task completion for students based upon their individual needs.<ref>{{cite journal|last=Lawrence-Brown|first=D|title=Differentiated Instruction: Inclusive Strategies For Standards-	Based Learning That Benefit The Whole Class|journal=American Secondary Education|year=2004|volume=32|issue=3|pages=34–62}}</ref><eod>
<sod>'''Differentiated instruction and assessment''' (also known as '''differentiated learning''' or, in education, simply, '''differentiation''') is a framework or philosophy for effective teaching that involves providing different [[student]]s with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of [[idea]]s; and developing [[teaching]] [[textbook|materials]] and assessment measures so that all students within a [[classroom]] can [[learn]] effectively, regardless of differences in ability.<ref name="Tomlinson">{{cite book|last=Tomlinson|first=Carol|title=How to Differentiate Instruction in Mixed-Ability Differentiated Instructions provides access for all students to the general education curriculum.  The method of assessment may look different for each child, however the skill or concepts taught is the same. Classrooms|publisher=Association for Supervision and Curriculum Development|location=Alexandria, VA|year=2001|edition=2|isbn=0871205122}}</ref> Students vary in culture, [[socioeconomic status]], language, gender, motivation, ability/[[disability]], personal interests and more, and teachers must be aware of these varieties as they plan curriculum.  By considering varied learning needs, teachers can develop [[personalized learning|personalized instruction]] so that all children in the classroom can learn effectively.<ref>{{cite journal|last=Tomlinson|first=Carol Ann|title=Mapping a Route Toward a Differentiated Instruction|journal=Educational Leadership|year=1999|volume=57|issue=1|pages=12}}</ref>  Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles.  It is a classroom that includes all students and can be successful.  To do this, a teacher sets different expectations for task completion for students based upon their individual needs.<ref>{{cite journal|last=Lawrence-Brown|first=D|title=Differentiated Instruction: Inclusive Strategies For Standards-	Based Learning That Benefit The Whole Class|journal=American Secondary Education|year=2004|volume=32|issue=3|pages=34–62}}</ref><eod>