![]() Sounds wonderful, doesn’t it? The problem is this: Although fine in theory, differentiation in practice is harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.Ĭase in point: In a winter 2011 Education Next article, the Thomas B. What is this magical elixir? Differentiation! Sadly, though, the elusive panacea that will solve all of education’s woes has remained, well, elusive.īut wait! The solution has arrived, and it’s been around long enough to prove its worth. It seems America’s teachers and students are guinea pigs in the perennial quest for universal excellence. Hirsch’s excruciatingly detailed accounts of what every 1st or 3rd grader should know, to name a few. Let’s review the educational cure-alls of past decades: back to basics, the open classroom, whole language, constructivism, and E.D. Delisle’s letter to the editor in response to the online comments and our primer on the issue. ![]() ![]() Because of the extraordinary level of interest in the essay, Education Week published a response by one of differentiated instruction’s foremost proponents, Carol Ann Tomlinson, “Differentiation Does, in Fact, Work”. Delisle provoked an avalanche of reader comments. Editor’s note: This Commentary by James R. ![]()
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