Strategies specific to differentiated instruction allow for learning experiences within the regular classroom that create appropriate challenges for each learner. These best practice strategies give the teacher choices for designing quality instruction. The learning plan is the result of purposeful decision making.

Teachers design learning opportunities by varying:

• Content - Within the learning standards and district-established curriculum, content is differentiated in complexity and depth, and perhaps novelty and interest. Use of varied and/or multiple texts and resource choices support content differentiation.
• Process - instructional choices are HUGE! Thinking Levels Part I,using Bloom's Taxonomy, Strategies such as compacting, tiering, interactive journaling, learning stations, independent study, and questioning
• Grouping possibilities (flexible grouping)
• Pace - determined most often by student readiness and background knowledge/skill
• Product options - clear-cut standards that match a student's interest, learning style, readiness, and skills make for quality responses to the curriculum
• Environment - furniture, sounds,displays, visual reminders, resource material locations, access to supplies