[warmly] Welcome to the show. Colin, I wanna start with the sentence that makes teachers' shoulders go up by their ears: "Differentiate instruction." Because for a lot of people, that translates to five lesson plans, five sets of directions, five piles of copies, and you somehow do all that before first period. [dryly] Yes — differentiation as a sort of admin-sponsored cloning project. If you teach 28 children, apparently you are to become 28 teachers by Tuesday. [laughs] Exactly. And that's why Lauren Kaufman's April 16, 2026 Edutopia piece, "A Streamlined Strategy for Differentiating Instruction," landed for me. Because the problem she's trying to solve is not theoretical. It's that very real teacher panic of, "You want me to meet everybody's needs... by making a whole new school inside my school?" [curious] And the useful part in Kaufman is that she doesn't say, "work harder." She pulls from Carol Ann Tomlinson's How to Differentiate Instruction in Academically Diverse Classrooms and makes a very tidy distinction: keep ONE learning goal for everyone, then vary the route through content, process, or product. Not the whole lesson. The route. Right — and that "one learning goal" piece is the oxygen here. In my middle school ELA room in Chicago, I can have kids reading three grade levels apart. Three. Same class, same 47 minutes, same standard staring at me from the board. So if differentiation means a totally different destination for every kid, the thing breaks immediately. [questioning tone] That "three grade levels apart" is the part that matters. Because that's not a minor spread. That's not "one student needs a little extra time." That's a room where the same chapter book can be straightforward for one pupil and almost inaccessible for another. Yes, and teachers know that in their bones. That's why some of us get a little skeptical when differentiation gets pitched like a glossy buzzword. If my third period has one student who can devour the chapter independently, one who needs audio, one who needs me to chunk the text, and all of them still need to answer to the same standard by the end of the period... I don't need inspiration. I need a move I can actually do on a Wednesday. [calm] And Tomlinson's move is deceptively modest. She isn't saying, "reinvent teaching." She's saying: identify what stays fixed and what can flex. Fixed is the goal. Flexible is one of three columns — content, process, or product. That's much more manageable. [reflective] I think that's the aha, honestly. What if differentiation is not "more lessons"? What if it's just choosing one column to flex? Not all three. Not a personalized education plan for every human in homeroom. Just... where is the bottleneck today? [responds quickly] And "bottleneck" is the right word. Because it forces a diagnosis. Is the barrier the content — getting access to the text or material? Is it the process — making sense of what they've got? Or is it the product — showing what they know in a form they can actually manage? And once you ask it that way, it stops feeling like chaos. It feels like triage. Which, if we're being honest, is a lot of teaching. [matter-of-fact] So here's the plain-English version. You start with one learning goal every student must hit. Then you ask yourself: where do my students need the most differentiation today? Content, process, or product? You choose ONE. And then — this is the bit people skip — you build only two or three pathways for that one column. [curious] Okay, give me the classroom version, not the conference version. Fair. Let's use Kaufman's middle school ELA example: the goal is to explain how a character changes across a chapter. That's the destination. Everyone is headed there. Now, if the bottleneck is content, you vary how students access the chapter: one group reads the full chapter, another reads a teacher-selected excerpt, another listens to the audiobook clip [jumps in] That "teacher-selected excerpt" is huge. Because that's not lowering the goal. It's narrowing the doorway. You're still asking about how the character changes across the chapter — you're just making sure the student can actually get into the text instead of drowning on page one. Exactly. Same goal, different route. If the bottleneck is process instead, then all students may have the same text, but they make sense of it differently: annotate, fill a graphic organizer, or discuss with a partner. And if it's product, then you're changing how they show understanding: write a paragraph, build a timeline, or record a 60-second explanation. That 60-second explanation, by the way, I can hear already in my room. Half my students would rather do that than write three sentences under fluorescent lights at 2:15 p.m. [laughs] [deadpan] A sensible preference, frankly. But the key is that the timeline, the paragraph, and the 60-second recording must all answer the SAME question about character change. If one option is easier because it asks less thinking, you've not differentiated — you've diluted. Let me try to explain it back, and you tell me if I'm cheating. So: I am not making three assignments. I'm making one assignment with three doorways in. Or, well, three doorways through. [approving][short pause] Very nearly. I'd sharpen one bit: sometimes the doorway is into the material — content. Sometimes it's the thinking routine — process. Sometimes it's the output format — product. But yes, one intellectual target, multiple routes. That's Tomlinson in practical clothes. Practical clothes — thank you. Because that's what teachers need. And here's the trap, right? The trap is you get excited and think, "Great, I'll differentiate the text AND the activity AND the final response." And now you've built yourself a tiny logistics nightmare. [skeptical] Yes. Don't do all three at once on day one. That's how the system collapses. If you vary content, process, and product simultaneously before you've got routines, you'll spend the period managing traffic rather than teaching. Children asking, "Wait, am I excerpt plus partner talk plus timeline, or audio plus annotation plus paragraph?" And then everyone's lost, including you. [laughs harder] I've lived that movie. It is not a good film. You look up and you've basically opened a small airport with no control tower. "Small airport with no control tower" is memorable, but it's also precise. Too many combinations create hidden complexity. So the disciplined version is: one goal, one bottleneck, two or three pathways. And make it visible before kids walk in. That's the move I really like. Post the choices before students enter, name the goal out loud, let them pick, then confer one-on-one while they work. That sequence matters. If the board already says, "Goal: explain how the character changes across the chapter," and then underneath it the options are already there, the room starts calmer. [softly] "Name the goal out loud" is important. Because choice without a clear target just feels like a menu. Choice with a stated goal feels purposeful. Students know what is fixed and what is flexible. And while they're working, that's when you can actually teach. You're not up front delivering five versions of directions. You're conferring. You're crouched next to a kid saying, "Show me where in the excerpt you noticed that shift," or, "Tell me the part of the audiobook clip that changed your thinking." That's way more useful than me spending 40 minutes the night before making color-coded packets like a craft store employee. [chuckles] A tragic but accurate image. And if teachers want a fast start, Kaufman includes a genuinely usable AI prompt. Paste this into ChatGPT, Claude, MagicSchool, or Brisk: "I am teaching [grade and subject]. The learning goal is [specific goal]. My students need the most differentiation in [content / process / product]. Generate three pathways for that column only. Each pathway must target the same goal, take roughly the same time, and vary in scaffold or modality. For each pathway, give me one sentence of student-facing instructions I can post on the board." [excited] That "for that column only" is the line I'd put in neon. Because otherwise the tool will happily give you the educational equivalent of a 12-course tasting menu, and now you're back where you started. And "take roughly the same time" is the other crucial phrase. If one pathway takes 8 minutes and another takes 28, you've created a classroom management problem, not a differentiated lesson. So maybe that's the cleanest reframe: differentiation is not me writing five lessons at midnight. It's me getting brutally clear about the goal, spotting the bottleneck, and flexing ONE column on purpose. [reflective] Yes. Which is reassuring, actually. Not because it makes teaching easy — it doesn't — but because it makes the work finite. And finite is how real classrooms survive. Amen to finite. We'll leave it there. Thanks, Colin. Cheers Reynoso
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