Where to start...First steps

In my previous post, I identified one of my underlying assumptions. Our challenge as teachers is to provide students with opportunities to discover their learning preferences and create activities that help nurture and develop those preferences. I believe all students are capable and willing to learn. Therefore, our task is to create a student-centered environment that allows for exploration and growth.

So, where do we begin? Currently, I am reading The Differentiated Classroom by Carol Ann Tomlinson, focusing on meeting the needs of all learners. In chapter two, Tomlinson explores the dynamics of a differentiated classroom.
The first step in creating differentiated instruction is to identify the "essentials." What are the major concepts, principals, and skills that we want our students to leave our class with? The next step is to address the learning preferences or needs of our students. This can be done through learning style test, inventories, surveys, etc. After processing the essentials and preferences, we can begin to differentiate our content-what we want our students to learn, process-how we want our students to learn, and product-how we want our students to demonstrate their learning. Naturally the next question is what strategies are used in differentiated instruction? Tomlinson lists just a few that I would like to explore in more detail throughout the semester. They include: jigsaw, taped material, anchor activities, varying organizers, varied texts, literature circles, tiered lessons and products, learning contracts, small and large group investigation, orbitals, independent study, varied questioning strategies, interest centers and groups, varied homework.