Empowerment Through

Recognition of Difference

Differentiated Instruction in
the Classroom
Melchor Cayabyab, Ph.D.
Camiling School for Home Industries
Division Training-Workshop on K to Pedagogical
Approaches
Hacienda Gracia Resort, 25th - 27th May, 2019.
mellcayabyab@gmail.com
 Our Learning
Intentions
• To understand what is meant by
differentiated instruction.
• To understand why differentiated instruction
is necessary in the classroom.
• To be able to identify the key principles
and processes that underpin
differentiation.
• To be able to identify a range of strategies
that teachers can use to differentiate the
curriculum.
DIAMONDS ARE FOREVER

Directions: Read through the song “Forevermore”

while listening to the instrumental music. Go to your
assigned group and discuss among yourselves how
to accomplish your collaborative task based on the
given scoring criteria. Be ready to present your output
after 20 minutes.
Based on the activity you have had,
what do you mean by differentiated
instruction?
 CELEBRITY BLUFF

Directions: Decide whether each statement is a fact

or a bluff.
1. Differentiated instruction (DI) is an approach that
benefits all students.
2. DI is an approach designed to help students with
disabilities.
3. DI is a blend of whole class, group, and individual
instruction.
4. DI is an adaptation “tacked on” to already
developed lessons
5. DI refers to multiple approaches to content,
process, and product.
6. DI is more work for the "good" students and less
and different for the “weak" students.
7. DI engages all students in respectful and
challenging tasks.
8. DI is changing parts of a lesson for
one or two students.
9. DI is student-centered.
10. DI is more work for the “good” students and less
and different for the “weak” students.
 What do we mean by
differentiated
instruction?
“Differentiated instruction is a teaching
philosophy based on the premise that teachers
should adapt
instruction to student differences….
(Tomlinson, 2003)

It comprises modifications to the curriculum,

teaching structures, and teaching practices
in
combination to ensure that instruction is
relevant, flexible and responsive, leading to
successful achievement and the development
of students as self-regulated learners.
(van Kraayenoord, 1997)
 ‘When we recognise the diversity of the
learners in our classrooms and provide for
their diverse learning needs in our
planning and instruction, we differentiate
the
curriculum.’

(Braggett, 1997)
 In other words…
Differentiatio
n is
responsive
teaching
rather
than
one-size-fits-
all
teaching.
One Size Does Not Fit
All
Why
Differentiate?
 The Reality is that Students Bring a Range
of Differences with them into the
Classroom
Prior Skills and Knowledge Learning Rate

Strengths & Talents Environmental Catalysts

Interests Learning Preference

Motivation, Attention & Effort Cognitive Ability

The effect of these differences is that no

two students are the same.
 The Other
Reality
Classrooms are
increasingly becoming
more diverse.
Seated side by side in classrooms are:
• Students with learning disabilities
• Highly able / gifted learners
• Multilingual learners
• Students who chronically underachieve
• Students from broadly diverse cultures
• Students from highly diverse economic
backgrounds
(Carol Ann Tomlinson , 2007)
Moreover, the research tells
us…..
It is important to match teaching and learning experiences to
learner needs and levels of mastery. “Two motivational states
interfere with learning. One is anxiety; the other is boredom.
Anxiety occurs when
teachers expect too much, boredom when they expect too little”. (Mihaly
Csikezentmihalyi, 1991). The Zone of Proximal Development (ZPD) -
the range at which learning takes place.

Csikszentmihalyi, Mihaly 1991, Flow: the Psychology of Optimal Experience, Harper

Collins
 What this all tells us, is that this……
Diversity in Preparation and Ability for
Learning

Must be reflected in
Diversity of Educational
Response

That means Differentiated

Instruction
 So where does this leave
us?
As teachers we have a moral imperative to
embrace the diversity that currently exists
within our classrooms, while at the same
time cultivating learning environments
where both gifted and non-gifted students
alike can succeed.
And the evidence tells us that in order to
do this, we must differentiate.
 Key Principles of Differentiated Instruction
• The teacher is clear about what is important.
They know what students need to know, do and
understand.
• Assessment and instruction are inseparable.
• The teacher adjusts instruction in response to
student readiness, interests, and learning
preferences.
• The teacher understands, appreciates, and
builds upon student differences.
• The goal is maximum growth and individual
success.
• Flexibility and responsiveness are necessary
 Differentiation
involves………
“Multiple approaches and
adaptations in the areas of
content (what students Product
learn), process (the ways Content
students learn and how
content is taught), and Learning
Process
product (how students Environment
present or demonstrate
their learning, as well as
learning environment.”
Chapman (2000)
 Conten
Content of curriculum:t
-comprises curriculum topics, concepts and
themes and essential concepts, facts and skills
-reflects the K to 12 Curriculum
Content can be accessed in different
ways. Content can also be altered
according to:
- Amount
- Complexity
- Type
- Intensity
- Focus
 Some strategies for differentiating
• Content
Using various texts
• Compacting
• Tiered Lessons
• Menus
• Using multiple media sources
• Learning contracts
• Mini-lessons
• Scaffolding
• Varied Support Systems eg. Graphic
Organisers
• Bloom’s Taxonomy
• Hopscotch
• Must – Should - Could
 Must-Should-Could – Writing Targets Grade 3
Writing Creating and shaping texts Year Group: 4
Show imagination through the language used to create emphasis, humour,
atmosphere or suspense.
Level Target Teaching Points Examples
I can use a range Teach the children to The magical bean sprang
Must of adjectives to add select appropriate into life as Jack slept.
detail. adjectives.
I can add detail to Teach the children These were not just any
give more nouns/adjectives and old beans (expanded
Should information about a expanded noun noun phrase), but sun-
subject or event. phrases. kissed magical mystery
beans.

I can add detail to Teach the children These were not just any
give more nouns/adjectives and old beans (expanded
information to expanded noun noun phrase), but sun-
Could engage the reader. phrases and adjectival kissed magical mystery
phrases. beans which twinkled in
the midday sun.
(adjectival phrase)
 Tiered Teaching – Writing a Persuasive Essay in Engish
Below Grade Level
Students will determine a topic
and will write a five-sentence
paragraph with a main idea,
three supporting sentences,
and a concluding sentence.
Students will receive a model
of a five-sentence paragraph
and explicit instruction in
constructing the paragraph.
As a prewriting activity,
students will list their topic
and develop a list of at least
three things that support their
topic.
Students will be able to write a
five-sentence paragraph that
successfully states and
supports a main idea. The
paragraph will meet the criteria
on the naplan writing rubric.
Grade Level
Students will determine a topic,
state a point of view, and write
two paragraphs defending that
point of view.
Students will receive a model of
a persuasive essay and a
graphic organizer that explains
the construction of a persuasive
essay. Students will also
receive explicit instruction in
writing a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their writing.
Students will be able to state a
point of view and successfully
defend the idea using two
paragraphs that defend the
point of view using main ideas
and supporting details. The
paragraphs will meet the criteria
on the naplan writing rubric.
Advanced
Students will determine a topic, state
a point of view, and write an essay of
at least five paragraphs that uses
multiple sources to defend that point
of view.
Students will review the graphic
organizer for a persuasive essay.
Students will be given explicit
instruction in locating sources and
quotes for their essays. As a
prewriting activity, students will use
the graphic organizer to organize
their essay. Students will also
compile a list of five sources that
defend their main point.
Students will be able to write a five-
paragraph essay that states a point
of view, defends the point of view,
and uses resources to support the
point of view. The essay will meet
the criteria on the naplan writing
rubric.
 Proces
Process is the way in s
which the content is
presented to students.
It refers to how students make sense or
understand the information ideas and skills being
taught.
Process can be differentiated by:
– Modifying the type and complexity of
thinking
– Changing the pace.
– Changing the approach.
– Adjusting scaffolding.
– Adjusting the feedback given.
– Adjusting student involvement.
 Differentiating
Process
Processing skills help students
manipulate knowledge in meaningful
ways.
This means careful preparation of questions
and tasks is essential.
Adopting a thinking model (eg, Blooms, de
Bono’s Six Hats, Williams) is useful.
 Some strategies for differentiating
Process
• Choice Boards • Models and Simulations
• Problem Based • Readings
Learning • Flexible Grouping
• Learning Centres Practices
• Literature Circles • Tiered Assignments
• Working in Pairs • Cooperative Learning
• Heterogeneous and • 1-to-1 Instruction
Homogeneous • Pacing
Grouping • Bloom’s Taxonomy
• Tic Tac Toe • Thinking Skills
• Gardner’s Intelligences
• RAFT
 Verbal/ Musical Bodily- Maths/Logical Visual/Spatial Intrapersonal Interpersonal
Linguistic Kinaesthetic
Research the atom Record some Using mime show List the who, what, Illustrate a Make a list of what Make up true and
Knowledge bomb disease. List all sounds you have the events that led when where and character from the you have learnt false questions
the facts you have read about in the to Sadako getting how of the story. book. from the book about the book. Give
found. book. the atom bomb about Japan, the them to another
disease. atomic bomb and member of the
the atom bomb class.
disease
Think about how Write a poem based Play charades and Make a flow chart Draw pictures to Describe how you Retell the story of
Comprehe characters would be on the book. act out different of major events in show a particular felt while reading the book to another
feeling at different Enhance your events in the book. the book. event in the book. the book. person in your own
nsion stages of the book. reading of it by words.
Build up a word bank adding certain
of feeling words. sounds.

Write a diary Using percussion Use origami to make Write a set of Design a plaque Use a poem to Sadako is coming to
Application imagining you are instruments make your own paper instructions for that could be placed reflect on your tea. Plan a dinner
Sadako covering one sound effects fir a crane. making a paper under Sadako’s feelings about the for her and write a
of the major events in chapter of the book. crane. memorial. atom bomb and menu. It must be
the story. Tape them and play the disease it something she will
them. caused. enjoy.
Imagine you are a Make a sound tape Use role play to In table form, Create a mind map Compare and Design a
Analysis newspaper reporter that will suit the show he differences compare and showing characters contrast yourself questionnaire to find
interviewing Sadako. mood of the novel. in Sadako before contrast Kenji and in the story and with Sadako. out hat others in
Give an account of she was sick and Sadako. their relationship to your class learnt
the interview. after. one another. from the book.

Write an article about How do you feel Write and perform a Compare Sadako’s Design a poster Write your own Design a poster to
Synthesis Sadako for the school about the book and play based on the personality and advertising Peace version of the persuade people
newspaper. Include a what happened. story. behaviour at the day. story as a poem. that nuclear
picture. Compose a song beginning of the weapons are
about your feelings. book with that at dangerous. Present
the end. it to the class.
How effective was the Use musical Write and perform a Do a PMI on the Use pictures to Describe that part Prepare a review of
Evaluation ending? Explain why. instruments to show play showing the characters, setting show the pros and of the story that the book for others
If you could change it the different feelings effects of nuclear and plot of the cons of nuclear had the greatest to read.
in any way, what you had at different war and how you book. weapons. impact on you.
would you do and stages of reading feel about them. Explain why.
why? the book. Tape
them.

Sadako and The Thousand Paper Planes – Whole Class Choice Board
 Produc
Product is:
t
• What the students produce
• Reflects student understanding
• Is not a summation of content
Products can be differentiated according to:
• Complexity eg. retelling vs retelling
from another perspective.
• Type eg. story, pamphlet, oral reading,
poster.
• Authenticity
• Audience eg. peer, self, teacher.
 Differentiating
Product
Products should encourage:
• Higher-level reasoning skills
• Varied expectations and requirements of
student response
• Real world authentic products
• Variety of production requirements and
alternatives
• Open-ended product alternatives that
encourage creative responses
• A reason for sharing their findings
• A real audience
• Realistic corrective feedback
Some possible
Products……..
Map Diagram Lecture Editorial Book List Puzzle
Sculpture Painting Calendar Coloring Model
Discussion Costume Book Game Timeline Toy
Demonstration Placement Research Project TV Article
Poem Blueprint Show Diary Poster
Profile Chart Catalogue Song Magazine
Play Dance Dialogue Dictionary Computer
Film Program
Campaign Newspaper
Collection Photographs
Cassette Scrapbook Terrarium
Quiz Show Lecture Trial Machine
Book Mural Petition Drive
Banner Questionnaire Teaching
Award Recipe
Brochure Flag Scrapbook Lesson
Test
Debate Flow Graph Prototype
Biography
Chart Debate Speech
Review
Puppet Show Museum Learning Club
Tour Center Cartoon
Advertisement Invention
 Learning
Environment
Changes should also be made to the learning environment if
successful modifications are to be made to content, process
and product.
• Group gifted and able children together part of the time
so they have the freedom to work at their own level and
with peers of similar ability.
• Give students independent projects inside and
outside classroom.
• Provide students with a structured learning environment
with open-ended tasks.
• Research shows that ability grouping for specific instruction
is effective for all students including gifted students but
only if the curriculum has been differentiated.
 Three Key Questions should Drive
Differentiation
When differentiating instruction, the three
most important questions you need to
continually ask yourself are...
• What do I want my students to know,
understand, and be able to do?
• What do I need to do instructionally to get
my students to learn these?
• How will my students show their learning?
 So you must have clarity about
what students should …
KNOW UNDERSTAND BE ABLE TO DO
- Facts – Principles/ - Processes
- Vocabulary generalizations - Skills
- Definitions – Big ideas of
the discipline

It is a fundamental premise of differentiating instruction that

teachers know exactly what to expect from students.
You must know what you want students to learn. That means
what you want students to know, understand and be able to do
when you have finished your instruction .
Failure to do this is a major barrier to effective differentiation.
 This means that differentiation is also
inextricably linked to effective assessment,
particularly
pre-assessment.
Preassessment enables the teachers to uncover what
students know, understand and can do before they begin
formal instruction. Ongoing formative assessment enables
teachers to monitor learning during the teaching process.

“Assessment is today’s means of understanding how to

modify tomorrow’s instruction.” (Tomlinson, 1999)

Is particularly important for all students, but particularly

gifted students.

Tomlinson, C. A, (1999). The Differentiated Classroom:

Responding to the Needs of All Learners, ASCD, p.10.
 In differentiated
instruction……
Assessment drives instruction.
Assessment information helps the teacher map the
next steps for different learners and the class as a
whole.)

Assessment occurs consistently as the unit begins,

throughout the unit and as the unit ends. Pre-
assessment, formative and summative assessment are
all regular parts of the teaching/learning cycle.
Assessment should be of all those things
that impact on student learning…

We know that students learn better if…

• Tasks are a close match for the skills, knowledge
and understanding of a topic so we need to assess
readiness.
• Tasks ignite curiosity or passion in a student so we
need to assess interest.
• The assignment or tasks encourage students to work
in a preferred manner. Means we also need to
assess student learning preferences.
Example: Assessment of Readiness
Science - Gravity

K W L
It keeps us from floating What is gravity? Gravity is the force that
around. pulls objects towards
Why is there less gravity Earth.
It’s makes things fall. on the moon?
The amount of gravity
There is less gravity on the How did Newton discover there is depends on the
moon. gravity? masses of the objects
involved. The moon is a
Isaac Newton discovered What determines how fast lot less massive than the
gravity. something will fall to the earth, so there is less
ground? (teacher gravity on the moon than
question) there is on earth.

Air resistance determines

how fast something will
fall to the ground.
Learning Preferences Questionnaire - How Do You Like To Learn?
1. I study best when it is quiet. Yes No
2. I am able to ignore the noise of other people talking while working. Yes No
3. I like to work at a table or desk. Yes No
4. I like to work on the floor. Yes No
5. I work hard for myself. Yes No
6. I work hard for my parents or teacher. Yes No
7. I will work on an assignment until it is completed, no matter what. Yes No
8. Sometimes I get frustrated with my work and do not finish it. Yes No
9. When my teacher gives an assignment, I like to have Yes No
exact steps on how to complete it.
10. When my teacher gives an assignment, I like to create Yes No
my own steps on how to complete it.
11. I like to work by myself. Yes No
12. I like to work in pairs or in groups. Yes No
13. I like to have an unlimited amount of time to work on assignments. Yes No
14. I like to have a certain amount of time to work on an Yes No
assignment.
15. I like to learn by moving and doing. Yes No
(Kryza, Duncan & Stephens, 2011)
 Other
Examples
Teacher prepared pretests
KWL charts and other graphic organizers
Writing prompts/samples
Questioning
Guess Box
Picture Interpretation
Prediction
Teacher
observation/checklis
ts
Student demonstrations and discussions
Initiating activities
Informational
surveys/Questionnaires/Inventories
Student interviews
Student products and work samples
Self-evaluations
Portfolio analysis
Game activities
Show of hands to determine understanding
Drawing related to topic or content
Standardized test information
Anticipation journals
 Relationship Between Differentiation,
Curriculum and Assessment
Curriculum Standards –
Aus Vels Curriculum - Provides the what, the content

Preassessment
Differentiatio

results in modifications, if needed, based

upon critical differences among students

Teaching and Learning Activities

n

Ongoing Formative Assessment

 Differentiation also
requires Flexible
Grouping
Flexible grouping is the key to effective differentiation
across all areas.
If you don't use flexible grouping, it's almost impossible
to
differentiate instruction.
It can be defined as a “grouping that is not static,
where members of the group change
frequently.”
(Radencich & McKay, 1995)

It occurs when groupings are formed and reformed

“in response to the instructional objectives and
students’
 Flexible Grouping
In differentiation, all grouping needs to be flexible and
targeted
to purpose and needs.
Eg. use whole class instruction when you want to share
common information with all students, use teacher
facilitated small group instruction when you want to focus
on specific skills related to particular student needs.
All grouping patterns – whole class, small groups, partners,
teams, co-operative groups and individuals – have value
but need to be linked to goals and needs.
Groupings need to be based on student assessment data
and observations.
Groupings are then formed and reformed “in
response to the instructional objectives and
students’ needs” (Kingore, 2004)
 Using Question and Task
Design
As well as also flexible grouping, differentiation
is also achieved through careful question and
task design. By designing and crafting
effective questions and tasks, teachers are
also able to differentiate content, process
and product as
well as cater for the readiness, interests and
learning preferences of students.
There are a number of different models of
thinking that can assist teachers to ask
appropriate
questions eg Blooms, Taylor, Williams.
 William’s Taxonomy - Literacy
Wilfred Gordon McDonald
Paradox: what Partridge
is unusual about the grandparents giving advice to
a young boy?
Attribute Listing: List 3 of your earliest memories and the
emotions
they bring.
Analogy: How is our memory like a computer?
Discrepancy: What would life be like if we had no
memory?
Provocative Question: Some old people lose their
memories. Create
a box of items that would help you regain your memory
when you
are old.
Examples of Change: How does Wilfred’s visit change on of
the characters in the book?
Examples of Habit: What is a habit? Ask your grandparents
about a
 Taylor’s Multiple Talent Model - Literacy/English
Text Study ‘Boss for a Week’
Decision Making: Choose five rules that you would have in your home
if
you were boss for a week.
Communication: What would be in Caroline’s diary that week?
Planning: What convincing arguments would you use to persuade
your teacher to let you be in charge of the class?
Creativity: Design a house fit for a boss like Caroline.
Forecasting: Discuss what you think it would be like to live in
Caroline’s house in the next week. In what ways would you expect
Caroline to change?
Academic: Find meanings for the words that are unfamiliar to you.
Dramatic: Mime the story with a group of friends.
Artistic: Design an interesting new cover for the book.
Musical: Add music or sound effects to the story
to make it even better.
Differentiation According to Learning Preference and
 De Bono’s Six Thinking Hats – Literacy/English
Group 1: Group 2:
Uses all six hats to evaluate the issue Might only use 4 hats in the
What are the facts? following sequence

How do you feel about his behaviour? List the facts?

List good things about his

What is bad about his behaviour? behaviour?

What is good about his behaviour? List bad things about his
behaviour?
What could he have done instead? How do you feel about his
What questions should be asked behaviour personally?
about his behaviour?
Group 3:
Might only use 2 hats in the following sequence

List the facts? Describe your feelings about his behaviour?

Differentiation According to Readiness using Six Hat Thinking

 Task
Delivery
There are also a number of different structures that
teachers can use to deliver these different
questions and/or tasks to students in the
classroom.

These include Tic Tac Toe, Choice Boards, Cube

It, Menus, Must Should Could, RAFT, Tiered
Instruction, Hop Scotch, Rubrics, Contracts,
Layered Curriculum, Web Quests, etc.
 Layered Curriculum in English - Lion Witch Wardrobe
Layer 'C' (Min of 30 points) (Basic understanding.)
1. Write a retelling of the entire story of 'The Lion, the Witch
and the Wardrobe', as you recall it. (10pts)
2. View the film 'the Never Ending Story' and complete the Fantasy worksheet
provided. (10pts)
3. Complete the character summary sheet on the main characters in the story.
(10pts)
4.Writers have definite reasons for separating their works into chapters. Complete the chapter analysis
activity. (10pts)
5. Design a travel machine for moving from one environment and time, to another place and time.
(10pts)
6.Record your own 'radio news report' about the discovery of 'Narnia'. Pretend that it has actually
occurred. How would it be reported to the public on 7AD? Tape your report on audio tape.
(10pts) Layer 'B' (Min. of 30 points) (Student designed application of what was learnt in 'C'
level.)
7.Construct the land of Narnia as a 3D model, showing the characters inside the model and also
showing how the house, bedroom and wardrobe relate to the land of Narnia.(15pts)
8.Write an essay discussing your opinion about the likelihood of time travel. Do you think it really has
happened in the past or is possible in the future? Length: 1 page minimum. (20pts)
9.Use the internet to research the time travel phenomenon and present your findings in your own
words. (15pts)
10.Write your own short story using the feature of 'time shift' and ensure that you write in the
genre of
'fantasy'. Min. length: 1 page. Submit plan, rough copy and published final copy. (20pts)
5.Explain why do you think CS Lewis created Aslan as a lion and Tumnus as a fawn? (15pts)
Layer 'A' (Min of 20 points) (Critical analysis of a current issue on the topic.)
6.Check the time in which CS Lewis wrote 'The Lion, the Witch and the Wardrobe' and then research
some other fiction works written around the same time. Are there similarities between the texts? Is
Spelling Choice Board Grade 3
Put your words in Make flashcards to study Make word chains using
alphabetical order. your words. Write the word your words.
and a picture on each
flashcard.

Put each of your words Do you have your own Write a story using all
in sentences. Write idea? What is it? your words.
them down.

Today the weather Complete your own idea

was cold.
Play Hangman using Cut out letters from Make up a crossword
your words. magazines and newspapers using your words.
to make your words.

Differentiation According to Interest and Preference

 As can be seen…..
There are lots of tools and strategies available to
teachers that can assist you to differentiate
content, process, product and learning
environment.
The important thing is to remember that
differentiation is about addressing student
needs. That means that whatever strategy or
tool you utilise must be chosen because it
assists you to answer the following questions:
• What do I need to do instructionally to get
my students to learn these?
• How will my students show their learning?
 So how does it fit together?
A Differentiated Instruction Framework

Topic Entry
Point

Summative Evaluation
Curriculum Content
Standards
Helping Helping
Student Students
Knowing the Demonstrate
Learning
Learner Learning
Pre
assessment
Readiness Product
Interest Process
Learning Conditions
Preference for Learning
Environment

Assessment
For, Of & As Learning
One final word…..
No one claims that differentiating instruction is easy,
but its no bigger challenge than trying to insert kids
into a one-size-fits-all model that doesn’t always meet
their needs. So make differentiation an expectation ,
rather than a suggestion and recognise that all
students need you in different ways. Because unless
we do this, we will continue to fail many students,
particularly gifted students.
 References
Braggett, E. (1994). Developing programs for gifted students: A total school approach. Highett, Vic.:
Hawker Brownlow.

Braggett, E. (1997). Differentiated programs for primary schools: Units of work for gifted and
talented students. Chelterham, Vic.: Hawker Brownlow.

Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life.
New York: Basic Books.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria,
VA: Association for Supervision and Curriculum Development.

Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach
all learners, grades 3-12. Minneapolis: Free Spirit Publishing.

Kesner, J.E. (2005) “Gifted children’s relationships with teachers” in International Education
Journal,
6(2):218-223.

Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria,

VA:
Association for Supervision and Curriculum Development.

Turville, Joni. (2007). Differntiating by Student Interest: Strategies and Lesson Plans. Larchmont,
NY: Eye On Education.

Tomlinson, C. (1995). How to differentiate instruction in mixedability classrooms. Alexandria, VA: