Classroom should

• Allow for flexible groups
• Foster the students’ responsibility for their own learning
• Provide a mechanism for students to get help when the teacher is busy with other students
• Provide ongoing learning activities
• Display assignment/project schedules, scoring rubrics, general procedure

Instruction should

• Be less teacher lecture and more investigation and group sharing
• Be less whole group and more small group or individual
• Be aimed at different learning styles
• Allow for a variety of responses
• Allow for conference time between student and teacher

Assignments should

• Vary in content, based on student need
• Vary in difficulty, based on student readiness
• Allow for choice based on student interests and strengths
• Vary in time allocation
• Vary to reflect student goals
• Contain directions that are clear and direct enough for student and parents to understand

To reflect ongoing assessment and evaluation, records should

• Include a writer’s notebook and portfolio for each student
• Include interest surveys
• Document readiness for curriculum learning expectations
• Record individual goal setting
• Record achievement of goals
• Allow for scoring one assignment with differing scoring rubrics and for scoring a variety of assignments on the same topic

Despite having this knowledge, how do keep or retain this dynamics while conducting classes? its either we’re on the right track although not realising there’s a theory behind it, or we are not sure whether we’re on the right track or not. Got to act consistent :))
Extracted from “leadership for differentiating schools and classrooms”