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WGU D187 TASK 2| ACCURATE AND VERIFIED| 2026 UPDATE
Examining the Differentiated Classroom
School of Education, Western Governors University
WGU D187: Differentiated Instruction
Professor Hernen
30 August 2026
, 2
Introduction
The pressure to cover a full year’s worth of content often urges teachers to spend only a
single day on name games and syllabus review before diving into the curriculum. Students know
this and expect it, so when a teacher goes beyond a single day or creatively weaves content into
activities that provide insight into student learning preferences throughout the year, it helps
students feel seen and valued. An effective and differentiated curriculum actively expands a
student's world by balancing local standards and context with deliberate commitment to diverse
perspectives. Sousa and Tomlinson (2018) argue that learning gains meaning when students
connect educational experiences to their lived realities. Educational philosopher Paolo Freire
calls for a thematic investigation into students' communities, leading with listening, then
identifying generative themes before designing the curriculum (1970). In an American
10th-grade World literature class made up of 25 students from diverse backgrounds, including
Caucasian, Black, Indian, Chinese, and Mexican, a commitment to listening before designing
must begin on day one. The following sections describe strategies for gathering information
about students' learning preferences, intelligences, cultural and gender influences, and interests,
along with a learner profile and a diagnostic assessment designed to reflect these differentiated
principles in this context. As information is gathered, assessments and instruction can adapt to
foster an inclusive atmosphere by providing support and responsive accommodations for all
learners.
Individual Learning Preferences
According to Carol Ann Tomlinson (2017), “It’s essential to watch individuals in your
class for cues about ways in which they access learning” (p. 117). To observe this, teachers must
use variety in their instruction and assessment by providing students with options. When
WGU D187 TASK 2| ACCURATE AND VERIFIED| 2026 UPDATE
Examining the Differentiated Classroom
School of Education, Western Governors University
WGU D187: Differentiated Instruction
Professor Hernen
30 August 2026
, 2
Introduction
The pressure to cover a full year’s worth of content often urges teachers to spend only a
single day on name games and syllabus review before diving into the curriculum. Students know
this and expect it, so when a teacher goes beyond a single day or creatively weaves content into
activities that provide insight into student learning preferences throughout the year, it helps
students feel seen and valued. An effective and differentiated curriculum actively expands a
student's world by balancing local standards and context with deliberate commitment to diverse
perspectives. Sousa and Tomlinson (2018) argue that learning gains meaning when students
connect educational experiences to their lived realities. Educational philosopher Paolo Freire
calls for a thematic investigation into students' communities, leading with listening, then
identifying generative themes before designing the curriculum (1970). In an American
10th-grade World literature class made up of 25 students from diverse backgrounds, including
Caucasian, Black, Indian, Chinese, and Mexican, a commitment to listening before designing
must begin on day one. The following sections describe strategies for gathering information
about students' learning preferences, intelligences, cultural and gender influences, and interests,
along with a learner profile and a diagnostic assessment designed to reflect these differentiated
principles in this context. As information is gathered, assessments and instruction can adapt to
foster an inclusive atmosphere by providing support and responsive accommodations for all
learners.
Individual Learning Preferences
According to Carol Ann Tomlinson (2017), “It’s essential to watch individuals in your
class for cues about ways in which they access learning” (p. 117). To observe this, teachers must
use variety in their instruction and assessment by providing students with options. When
