What if teachers not only made clear the learning expectations at the start of each unit, but also helped students see where they stand in relation to those expectations? Students would realize what specific skills and understandings they most needed to work on and would clearly see the need for differentiation in the class. Dobbertin describes how "learning targets"--standards-based statements of intended learning--help teachers focus the differentiated learning activities they provide students so that each activity connects to needed skills. As the examples indicate, teachers can develop interdisciplinary projects that combine standards and result in student-created projects. She maintains there is no contradiction between standards-based instruction and differentiation; differentiation is about using varied methods or activities (the how) to help diverse learners to meet a common learning standard (the what). (Contains 1 figure.)