1. Panel 4 If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

2. Lack of training If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

3. Lack of training Resistance to change If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

4. Lack of training Resistance to change State standards and testing If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

5. Lack of training Resistance to change State standards and testing Grading fairly If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

6. Lack of training Resistance to change State standards and Testing Grading fairly Lack of time If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

7. Panel 4 If Differentiated Instruction is the Best Way to Teach Science, Then Why Isnt Everyone Doing It?

8. I dont have strategies for differentiating instruction. How do I do it?

9. Ninety percent of teachers do not know how to differentiate in a mixed-ability setting. Peter D. Rosenstein Executive Director of the National Association for Gifted Children

10. Its not a lack of desire on the part of teachers. Differentiation is a wonderful concept if you supply staff development. But to leave teachers high and dry – theyre dying out there with so many things on their plate. Judy Hart, NEA Member

11. Teacher education programs too often fall short of preparing preservice teachers for the inevitability of academically diverse classrooms

12. Young teachers are developing the gross motor skills of teaching. Differentiation is a fine motor skill. In truth, differentiation probably calls for an expert teacher. Carol A. Tomlinson Advocate for Mixed-Ability Classrooms

13. Im comfortable with the way I teach. If its working why change it?

14. When allowed a choice, teachers will generally choose workshops that provide brief, hands-on activities they can use in their classrooms on Monday, instead of the sometimes painful specter of initiating long-term, systemic change in their standard operating procedures. Carol Tieso

15. How can I differentiate when I am required to teach specific content and skills determined by the district and influenced by state standards?

16. How do I grade fairly if some students are doing more challenging work than others?

17. With an already full school day, how can I find the planning time to differentiate instruction?

18. How do I make differentiation invisible to students so they dont feel that being assigned different tasks is unfair?

19. How can I make changes in the way I teach when I have no budget for training, materials, or resources?