DIFFERENTIATED INSTRUCTION FOR MIXED-ABILITY CLASSES
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This article describes the theory and practice of differentiated instruction in mixed-ability classes. With students’ learning styles, readiness levels, and interests becoming increasingly diverse, differentiated instruction provides a pedagogical approach that fosters inclusivity, maximizes individual potential, and improves overall educational outcomes. The article explores the theoretical background, practical strategies, challenges, and empirical evidence surrounding differentiated instruction, offering guidelines for educators to successfully implement it in their classrooms.
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