Accommodate different rates of task completion
Plan learning experiences so there can be some flexibility with the length of time individual students have to master skills or concepts and the degree of guidance they receive while doing so.
Have relevant and meaningful supple- mental work ready for students who finish tasks early
Often this requires planning for and managing more than one concurrent activity that students work on during an instructional period. (See Momentum: Fillers and Overlap- ping, Differentiated Instruction.)