Here is a very interesting post that does attempts to describe what differentiation look like (and what it does not) for our students. Below is an excerpt from the post.
The word data does not have a warm connotation. Saying “data” in conjunction with student learning often feels sterile and uncaring. I often hear sentiments like, “students are more than a number.” And, when I presented with Carol Ann Tomlinson she responded to a question about using data with, “data sounds like something spit out by a machine.” And, I agree, students are more than a data point. They are more than a number spit out by a machine. And, so is data. Data is more than just numbers, and it can indeed be gathered and appraised in compassionate ways.Let’s look at an analogous situation: a child’s visit to his pediatrician. When a child visits his doctor, he is more than a number there, too. Therefore, in order to form a diagnosis, pediatricians look at a variety of evidence, some which comes from a lab or machine (weight, temperature, blood count) and some which comes from other assessments (conversations, questionnaires, observing the patient perform a task). Yet, there is little complaint about using multiple types of data in a medical setting. In fact, I surmise that if a doctor made a diagnosis without various types of data, there would be quite a bit of protesting.So, what is the difference?