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September 1999 | Volume 57 | Number 1
Carol Ann Tomlinson
Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.
Developing academically responsive classrooms is important for a country built on the twin values of equity and excellence. Our schools can achieve both of these competing values only to the degree that they can establish heterogeneous communities of learning (attending to issues of equity) built solidly on high-quality curriculum and instruction that strive to maximize the capacity of each learner (attending to issues of excellence).
A serious pursuit of differentiation, or personalized instruction, causes us to grapple with many of our traditional—if questionable—ways of "doing school." Is it reasonable to expect all 2nd graders to learn the same thing, in the same ways, over the same time span? Do single-textbook adoptions send inaccurate messages about the sameness of all learners? Can students learn to take more responsibility for their own learning? Do report cards drive our instruction? Should the classroom teacher be a solitary specialist on all learner needs, or could we support genuinely effective generalist-specialist teams? Can we reconcile learning standards with learner variance?
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Copyright © 1999 by
Association for Supervision and Curriculum Development
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