Differentiated Instruction Made Practical builds educators abilities to differentiate instruction as a part of their daily classroom routines. By using a four-step teacher decision-making framework and implementing structured classroom routines rooted in research on cognition and motivation, you will increase equity, access, rigor, and engagement for all students. This program will prepare you with the agile thinking required to analyze problems of student learning and then make decisions to adjust and differentiate instruction within given time and curriculum constraints.


By completing this program, you will:

  • Learn the theory and methods of differentiated instruction and how it can serve all learners including English language learners, students with disabilities, and students needing further challenge
  • Develop the dispositions, skills, and actions for agile teacher decision-making
  • Try out individual and group learning routines that meet the diverse needs of learners while the teacher’s role is observer and listener
  • Evaluate student needs, current curriculum, and daily routines to assess where differentiation needs to occur and how it can be implemented
  • Practice adjusting instruction, planning classroom routines, and choosing help resources through the use of a practical four-step method designed to help you better meet the needs of diverse learners
  • Acquire the skills necessary to measure the impact of differentiated instruction on student learning and to ensure it is aligned with established standards in your system

Meet The Faculty

Rhonda Bondie

Rhonda Bondie

Lecturer on Education

Rhonda Bondie is lecturer on education in several programs including the Harvard Teacher Fellows (HTF) program. Throughout her career, she has focused on ensuring all learners are valued, engaged, and stretched in inclusive classrooms. Rhonda began teaching as an artist-in-residence and then spent over 20 years in urban public schools as both a special and general educator. Bondie has been a faculty member of Harvard Graduate School of Education's Project Zero Classroom since 2006 and the Future of Learning Institute since its inception. She designed the online course, Differentiating Instruction for English Language Learners, for HGSE Programs in Professional Education. She maintains her roots in the arts through chairing the working education board of the Brooklyn Academy of Music. Bondie maintains these websites for teachers, and

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