Instruction designed for ALL learners is designed for human variability from the onset. The only tailoring or response in this first level of differentiation is based on formative assessment. Often teachers tailor lessons on their feet to engage students who were absent the day before or to eliminate confusion that has unfolded during a lesson. This type of differentiation occurs during planning when teachers use UDL to plan multiple pathways to cast the net wide for connecting new topics to student interest and to provide greater access to grade level materials for students who are struggling with foundation skills in literacy or math.
The required skill for this type of differentiation is in planning with Clarity, Access, Rigor, and Relevance (CARR) and in practice, Formative Assessment through alternating Group Learning and Independent Tasks.