Differentiation of instruction can be viewed as a set of classroom strategies, a philosophy of teaching that includes but transcends particular instructional strategies, or an ethical commitment to young people and society. Implementing differentiation as an ethical response necessitates practicing the philosophy of differentiation and employing robust instructional strategies to extend the potential of each learner--and doing so from a base that shapes thinking and practice. This session will examine differentiation as an ethical response to learners' varying needs.