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Introduction:
The students we find in our classrooms are an extremely diverse
group. We may find high ability students who are unmotivated,
low ability students who are highly motivated, average ability
students, and students who may qualify as gifted. Student differences
can create an interesting challenge for college and university
faculty members.
We want our students to learn and to be successful, but how
do we ensure that everyone in our class learns and is successful?
A likely answer is curriculum differentiation, or providing
“different avenues to acquiring content, to processing
or making sense of ideas, and to develop products so that each
student can learn effectively” (Tomlinson, 2001, p.1).
If done correctly, curriculum differentiation is no more difficult
for instructors than planning a non-differentiated course, and
the benefits to students are endless.
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