We are faced with more change than ever before in education. Several decades ago, teachers came with the desire to work with children, a knowledge base and good intentions. Today, teachers face a challenging landscape that is in constant flux.

Along with all these changes, schools are also expected to put the “C.A.R.T before the horse.”

All these C.A.R.T skills and attributes are necessary to be successful in life, not just at school. Schools are expected to build in opportunities within the curriculum for students to practise and develop these skills. However the balancing act is in dealing with state standards and the reality that classrooms contain a diverse, heterogeneous group of learners. Learners with different cultural backgrounds and different experiences, interests, learning styles and multiple intelligences are the norm.

Students don’t all learn “the same thing in the same way on the same day.” As educators in the classroom, we need to consider each child with the learning community, based on his or her own needs, readiness, preferences and interests. It is through differentiation that we can give all these students the opportunity to learn to their full potential.

在教育方面，我们面临着比以往任何时候都多的变化。几十年前，教师带着与儿童一起工作的愿望、知识基础和良好的意愿而来。如今，教师面临着一个不断变化的充满挑战的局面。

除了所有这些变化外，学校还被期望将“CART 置于本末倒置”。

所有这些 C.A.R.T 技能和属性都是在生活中取得成功的必要条件，而不仅仅是在学校。学校应在课程中为学生提供练习和发展这些技能的机会。然而，平衡行为在于处理国家标准和教室包含多样化、异质学习者群体的现实。具有不同文化背景和不同经历、兴趣、学习风格和多元智能的学习者是常态。

学生都不会在同一天以相同的方式学习同样的事情”。作为课堂上的教育工作者，我们需要根据每个孩子自己的需求、准备情况、偏好和兴趣，将每个孩子与学习社区一起考虑。正是通过差异化，我们才能为所有这些学生提供充分发挥其潜力的机会。