Multiple approaches to process, products and content (Tomlinson, 2001, p. 4)
Adaptive to student needs and abilities
Creates different benchmarks for assignments
Individualized and personalized
Helps students work towards similar goals in different ways
Builds opportunities for success for all students
Draws inspiration from a one-room classroom (Tomlinson, 2001, p.2)
Creates fluid groups where students can be as advanced as skill allows in a given subject or circumstance (Tomlinson, 2001, p.2)
It does not require that every student be working on a different assignment (Tomlinson, 2001, p. 2)
Qualitative instead of quantitative (Tomlinson, 2001, p.4)
Used with mixed ability classes
It doesn't refer to good or bad, better or worse, but rather different ways of using the same abilities (Sternberg & Zhang, 2005, p. 245)
Uses Content, Process & Product to create different access points and options.
Incorporates both student choice and educator facilitation to direct students to the right choices
Focuses on different aspects of the learning process and the learner engaging different levels of learning as exemplified by Bloom's Taxonomy & the 4MAT Cycle
Develops out of both readiness and interest.
Requires both careful planning and improvisation on the part of the educator.
Allows for students to teach one another through various models encouraging collaboration
Uses tiering and scaffolding activities as support.
Must account of a range of abilities and recognize that students will vary from skill to skill requiring fine tuning for activities