Which practice supports differentiation in a classroom with varied abilities?

• A. Limiting materials to one level
• B. Isolating groups permanently
• C. Differentiating instruction based on assessment findings
• D. Teaching the same activity to all

Answer: (C)

Differentiating instruction to meet varied abilities means tailoring teaching to each student's readiness, interests, and learning strengths. The best way to support this in the classroom is to base planning on assessment findings—using data from quick checks, quizzes, observations, and performance tasks to design activities, adjust pacing, and provide appropriate supports. This approach lets you match challenges to what each student can handle, offer flexible grouping, and let students demonstrate understanding in different ways. Limiting materials to one level narrows access and keeps students from progressing at their own pace. Permanently isolating groups removes opportunities for diverse perspectives and doesn’t adapt to individual needs. Teaching the same activity to everyone ignores differences in readiness and background, making it hard for some learners to stay engaged or grow. By guiding instruction with assessment data, you create learning experiences that move every child forward.