Differentiated instruction is an educational approach rooted in the understanding that students have diverse backgrounds, learning profiles, readiness levels, and interests. Rather than adopting a one-size-fits-all method, differentiated instruction requires teachers to adapt their lesson content, processes, products, and learning environments to meet the needs of each student. The foundational theory aligns with constructivist learning, emphasizing student-centered education where instruction is proactive and responsive. Tomlinson (2001), a leading scholar in the field, defines differentiated instruction as tailoring instructional strategies to accommodate individual differences and facilitate meaningful learning experiences for all students, particularly in mixed-ability classrooms. A differentiated classroom involves teachers using ongoing formative assessments to diagnose student readiness and preferences. Based on this information, teachers may vary what students learn (content), how they learn it (process), or how they demonstrate their understanding (product). For example, a science teacher might use tiered assignments, offering more complex tasks to advanced learners while providing scaffolded support to those who need […]