What is IS:	What it ISN'T:
It evolves from a philosophical view.	It is not a designated program.
It is more Qualitative than Quantitative.	It is not individualized instruction.
It is proactive in the planning phase, rather than reactive in the teaching phase.	It is not just another way to provide homogeneous grouping.
It provides multiple approaches to content, process and product.	It is not disorderly or undisciplined.
It is continually adjusting to meet the goal of matching learner to learning.	It is not just modifying the instruction up or down.
It is student-centered.	It doesn't add any “new” elements .

Hallmarks of a Differentiated Classroom from Differentiation in Practice, a Resource Guide for Differentiating Curriculum Tomlinson and Cunningham Eidson, 2003 There is a strong link between assessment and instruction. The teacher is clear about learning goals. The teacher groups students flexibly. The teacher uses time, space and materials flexibly. The teacher involves his or her students in understanding the nature of the classroom and in making it work for everyone. The teacher emphasizes individual growth as central to the success of the classroom. The teacher works to ensure that all students have "respectful" work. The teacher makes sure differentiation is always "a way up" and never "a way out." The teacher sets his/her own sights high, just as he/she asks the students to set their sights high. The teacher seeks specialists' active partnership in his/her classroom. The teacher's differentiation is largely proactive rather than reactive.

"Is and Isn't" adapted from "How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson