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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. This review of literature examines a need for dif-ferentiated or academically responsive Instruction .
ance in readiness, interest, and learning profile. Such routines may be referred to as “differentiating” curriculum and instruction. Differentiation is a pedagogical, rather than an organizational, approach (Stradling & Saunders, 1993). One way of conceiving dif-ferentiation is modification of teaching and learning routines to
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