Content area
Abstract
Differentiated instruction integrates what we know about constructivist learning theory, learning styles, and brain development with empirical research on influencing factors of learner readiness, interest, and intelligence preferences toward students' motivation, engagement, and academic growth within schools (Tomlinson & Allan, 2000). In a classroom with differentiation of the curriculum, learning process, or performance outcomes, all students assume responsibility for their learning through the decisions they make in their selections of activities and products, in their abilities to self-assess their work, and by the manner in which their teachers (hopefully even Mr. Wright) are flexible and creative in responding to their unique and individual learner characteristics.