Introduction I chose the article titled "Differentiating Instruction: Meeting Students Where They Are" by author Jennipher Willoughby (2005). According to Willoughby (2005), “no two students enter a classroom with the same abilities, experiences, and needs.” The author points out that students' thinking and learning style, language proficiency, prior knowledge, willingness to learn, along with other factors, can differ widely within a single group of students. The author also states that instead of simply using the “one size fits all” strategy; teachers can use differentiated instruction to match tasks, activities, and assessments to their students' abilities, interests, and learning preferences. I chose this article to learn more about differentiated learning and how to effectively accommodate different intelligences and needs within my classroom. Summary Willoughby (2005), states that regardless of students' individual differences, they are expected to master the same concepts, principles and skills. According to Willoughby (2005), meeting national standards and meeting these individual needs is a huge challenge that requires innovative thinking. The author defines differentiated instruction as an instructional theory that allows teachers to consider different factors that influence student learning when planning and delivering instruction. This theory is based on the belief that students will learn best when they can make a connection with the curriculum, their interests, and their experiences; to the level where they can work without assistance. Willoughby (2005), postulated that to differentiate instruction, teachers should provide numerous learning opportunities and appropriate levels of challenge…middle of the paper…water down version of the curriculum” or offer students different activities, but really know our students and identify their knowledge, interests and experiences and build on them according to their level and learning style. I am aware that through differentiated instruction students will learn the same concepts, principles and develop the same skills, however, I believe that the Jamaican system should move away from standardization of testing and adapt some of the plans that Finland has in place for its students ; because no form of standardized testing is done there, yet their literacy and numeracy rates are among the top ranked countries. In conclusion, I believe that the education system in Jamaica must come to recognize that “one style of testing does not fit all” and that teaching goes beyond content coverage and assessment is more than accurate recall.