In the context of differentiated learning, learners produce optimal learning outcomes when their teachers adapt their learning methods to account for the variations in their areas of interest, levels of preparedness, and individual learning characteristics (Tomlinson, 2005).

As per Joseph Renzulli, true differentiation means that the teacher considers learners’ other aspects, like their needs and their preferred learning styles, in addition to their levels of achievement.

As per Sally Reis, differentiation is perhaps the most important skill that the 21st-century teacher needs to develop if they want to help each of their students develop.

Differentiated instruction also requires teachers to look for different kinds of materials for learners with different kinds of learning needs and preferences, and it can be very difficult for the teachers to gain access to or create the materials (Gibbs, 2003).

Effective implementation of differentiation requires English teachers to develop professionally more (Dixon et al., 2014).

When teachers employ curriculum-based differentiation, they stop acting as dispensers of knowledge and start acting as organizers of learning opportunities (Tomlinson, 1995).