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Differentiating Instruction in Response to Student Readiness, Interest, and LearningProfile in Academically Diverse Classrooms:A Review of LiteratureCarol Ann Tomlinson, Catherine Brighton, HollyHertberg, Carolyn M. Callahan, Tonya R. Moon, Kay Brimijoin, Lynda A. Conover, & Timothy ReynoldsBoth the current school reform and standards movements call for enhanced qualityof Instruction for all learners. Recent emphases on heterogeneity, special educationinclusion, and reduction in out-of- class services for gifted learners, combined withescalations in cultural diversity in classrooms, make the challenge of serving acad-emically diverse learners in regular classrooms seem an inevitable part of a teacher srole. Nonetheless, indications are that most teachers make few proactive modifica-tions based on learner variance.
While heterogeneous instruction is attractive because it addresses equity of opportunity for a broad range of learners, mixed-ability class-rooms are likely to fall short of their promise unless teachers address the learner variance such contexts imply (Gamoran & Weinstein, 1995). In such settings, equality of opportunity becomes a reality only
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