Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

By C. Tomlinson, C. Brighton, Holly L. Hertberg, Carolyn M. Callahan, Tonya R. Moon, Kay Brimijoin, Lynda A. Conover, Timothy Reynolds. 2003

998 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b6a2d7d8ae1f32d145c42061307d5a982b1fcd38

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Tracking and Inequality: New Directions for Research and Practice (2009, background): “Though based on less precise evidence, Tomlinson et al. (2003) advanced similar claims about the value of withinclass differentiation of instruction as a strategy for effective teaching of students with varied interests and skills.”
Professional growth in adaptive teaching competence as a result of Lesson Study (2017, positive): “The approach teachers take in adaptive teaching can be explained in terms of differentiation which entails proactively designing and modifying curricula, teaching methods and learning activities to the diverse educational needs of individual students (Corno, 2008; Tomlinson et al., 2003).”
Learning Styles in the Age of Differentiated Instruction (2010, background): “Differentiated Instruction Differentiated instruction is a pedagogical approach to teaching and learning for students of differing readiness levels, interests, and modes of learning within the same classroom (Stradling & Saunders, 1993; Tomlinson et al., 2003).”
Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “Using empirical studies from a variety of disciplines, Tomlinson et al. (2003) argued that today’s classrooms are typified by diversity and that the shifting realities of school (e.g., less tracking, reduced programs for the gifted, mainstreaming of students with special education needs) leave…”
Differentiated instruction in small schools (2012, background): “Although teachers often accept the necessity of addressing learner variance in the regular classroom, they seldom plan or realise elements of DI to achieve that aim (Hootstein, 1998; Moon, Callahan, Tomlinson, & Miller, 2002; Tomlinson et al., 2003).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, methodology): “This pedaogical approach posits that teaching activities, methods, and nstruction are modified to best meet the needs of individal learners (Tomlinson, 1999; Tomlinson et al., 2003).”
Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “According to Tomlinson et al. (2003), there are three aspects of learning that teachers can differentiate: (1) content, (2) process, and (3) product.”
Deferential Differentiation (2011, background): “…control and selfdetermination has been recommended for all students for decades (Dewey, 1938; Kohn, 1993; Zuckerman et al., 1978) and particularly for SIG (e.g., Gentry, Rizza, & Owen, 2002; Maker, 1982; Maker & Nielson, 1995; Maker & Schiever, 2010; Tomlinson, 2004; Tomlinson et al., 2003).”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, methodology): “low-prep and high-prep) (Brighton et al., 2005; Tomlinson et al., 2003), whilst those data concerning perceived obstacles were based on the coding system used in the survey.”
Differentiated instruction in a data-based decision-making context (2018, methodology): “First, assuming that variation in instruction is necessary since learning needs differ (Smit & Humpert, 2012; Tomlinson et al., 2003), one would expect that ability grouping is required more in classrooms in which learning needs differ than in classrooms in which learning needs are more similar (as…”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “For instance, this may occur spontaneously or reactive, when emotional support is required (Tomlinson et al., 2003).”