Not at all. It simply means that, in the case of my high school, every learner has a different need for information and processes it differently. So teachers should provide educational strategies that facilitate learning for all students. In my class, there were those (including myself) who could have been given extra credit assignments because we were ahead of many other students. My colleague had some similar experiences in high school, but not in all of his classes. In fact in some of his classes there were progressive teachers that helped minority students (some with English as a second language) from low-income homes by assigning advanced students to tutor those struggling students during homeroom periods. That wasn't exactly differentiated instruction, but in a way it was. He was one of the better students, and he was thrilled to be asked to work with some of the students struggling in math and science and English.

"I learned a lot about society and about the difficulties that immigrants have when they come to the U.S.," he noted. "I am glad I had that opportunity. It made me start thinking about...

But if I could go back in time and sit in that hot, boring, stuffy classroom with the teacher who poked fun at the students that were falling behind, I would stand up and protest. I would tell the teacher that this kind of pedagoguery was more like demagoguery. I might be sent to the principal's office, but I would welcome the chance to tell administrators how poor the quality of teaching is, and take my case to the school board if necessary, willingly taking my chances on punishment
Works Cited

ASCD. (2012). Differentiated Instruction. Retrieved June 14, 2012, from http://www.ascd.org.

Tomlinson, Carol. (2008). Fulfilling the Promise of Differentiation. Carol Tomlinson Ed. D.

Retrieved June 13, 2012, from http://www.caroltomlinson.com.