Anne N. Rinn, Psychology
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.
The Faculty Center for Excellence in Teaching
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