Abstract

The structure of general education has always had difficulty supporting a wide variety of learner differences. This problem can be traced to lesson planning. That is, when teachers use lesson plan books that feature a single cell for planning instruction for an entire class period, they myopically focus exclusively on content. When a one-size-fits-all model of instruction is used, and when time is held constant for all learners, what varies is the amount of learning that diverse students achieve.