The core goals of differentiation have been valued as best practices for many years. The mid-1990's gave educators the word "differentiation" to describe these instructional practices which addressed head-on that students come with a huge variety of learning needs. Classroom teachers began to reflect on their practices with the goals of differentiation in mind. During this time, two terms emerged:

• differentiated instruction
• curriculum differentiation

Most practicioners see these as distinct
(see editorial note)

**Both espouse the same end target: Meeting the learning needs of each student.**

Wilmette defines differentiation in this way.

• It is not individualized instruction (specific to the 1970's).
• It is not just another way to provide homogeneous grouping (as in tracking).
• It is not disorderly or undisciplined.
• It is not just modifying the instruction up or down.
• It is not a designated program.
• It is not creating more work, or "do this when you are done."
• It is not giving the same work but expecting more.
• It is not using more capable students as tutors.

• It is more qualitative than quantitative.
• It is proactive in the planning stage.
• It provides multiple approaches to content, process, and product.
• It is a blend of whole-class, group and independent learning.
• It is continually adjusting to meet the goal of matching learner to learning.
• It is for all children.
• It evolves from a philosophical point of view.
• It is creating different opportunities within the same curriculum
• It is planning for differences daily.