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1. Put your name in the title.
2. Your comments should include:
K: What do you already know about implementing differentiation in your classroom?
W: What do you want to know about implementing differentiation in your classroom?
H: How do you plan to learn about implementing differentiation in your classroom?

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K: I've never heard two similar definitions of differentiation. I've asked multiple administrators over the years and have received multiple (and often contradictory) answers. The training I've received on differentiation over the years has come from elementary school teachers, and I've found it hard to apply those concepts to Latin class. Just to be clear, some administrators have told me that I'm differentiating when they observe me; others tell me I'm not. I have no idea if I'm doing it or not already.
W: I want to know WHAT DIFFERENTIATION IS and to implement differentiation IN A HIGH SCHOOL LATIN CLASSROOM.
H: Not sure.
I also think the video is an over-simplification. I know it's meant to be a conversation-starter and to be provocative, but the world isn't black and white. Thanks for sharing it, though. There's some good stuff in it.

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One size does not fit all, yet we are not given the right tools nor the structure to implement changes. When it comes to language there are, definitely, different style of learning and we should tap into each of them.

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K: I know from experience that giving students options about how to direct their learning can be sometimes helpful and empowering, but other times misleading - students choosing an option because it sounds "easier"
W: I'd like to know what is a realistic goal for differentiation in the modern classroom of 32 students.
H: I suppose, in a perfect world, I would seek input from my students about how they feel about being given options for their learning. I don't like the idea of planning a lesson that "differentiates" that seems to guess at how students *might* like to complete an assignment based on their learning styles. In truth, I find the idea of differentiation simultaneously inspiring (like the video above) and exhausting (which the video conveniently omits).

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K:  What do you already know about implementing differentiation in your classroom? Implementing differentiation is not an easy task and it takes times. One needs to know each student in order to differentiate accordingly

W: What do you want to know about implementing differentiation in your classroom?  It has always been a challenge for all to be able to implement differentiation for each and every student at the same time. How to go about doing that with a large number of students considering the fact that each individual represents one differentiation practice

H: How do you plan to learn about implementing differentiation in your classroom? I am already differentiating but I regroup students with similar skills together so they can receive the same differentiation. In addition, I implement learning centers to reach all

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Teachers we are eager to make changes and support differentiation but the among on office work, students in a classroom,  and other factors are not letting teachers being creative to really dedicate time on this matter. On the other hand, you have kids complaining why other kids are working on easier assignments and wanting to complete the "easy" activity given to other children.   The good thing is that always teacher can find ways how to manage differentiation in your classroom. https://education.cu-portland.edu/blog/teaching-strategies/examples-of-differentiated-instruction/