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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.
ferentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings. Introduction: A Rationale for Differentiating Instruction
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