Developing a differentiated British literature curriculum that meets of the needs of high school students





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The question addressed in the capstone is, what does a differentiated curriculum that meets the needs of a variety of high school students look like? The discussion considers the benefits for and arguments against the use of differentiation in the standard high school classroom, particularly considering the emphasis on standardized testing over authentic assessments. Based largely on Heacox's research and development of Differentiation in the classroom, the capstone uses the concepts of Gardner's Multiple Intelligence Theory and Bloom's Taxonomy to develop a series of lessons for three novels in the British Literature Curriculum. Throughout the unit design, the struggle to balance academic rigor with student ability, interest, and readiness becomes a key factor. The final curriculum product attempts to engage students with their own learning styles and thinking skills while also considering students as unique individuals.

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