ABSTRACT
When you plan differentiation, a module of instruction should be directed to the whole class. Whole-class instruction is the usual method of introducing new information. Think of the lesson cycle as having three branches: introduction of information, constructivist activity, and assessment. Although we usually conceive of the first part of the lesson cycle as whole-class instruction, and the second and maybe third as lending themselves to differentiation, this chapter will present paradigms in which whole-class instruction and differentiation appear in various modules of the learning cycle.
