“The largest group of students in most schools consists of adolescents whose test scores hover between the upper and lower extremes. Without the academic labels that focus special attention on the most advanced and disabled students, average students–the so-called “woodwork children” who tend to fade into the background–get whatever is left over in many schools.”

-Holland, 2000

I am frequently asked if Tabor Rotation will help a teacher differentiate instruction. Administrators and teachers want to know if Tabor Rotation is an answer to RtI (Response to Intervention) and a way to incorporate small groups into an instructional setting. My answer is always an enthusiastic, Yes! But, I don’t always verbalize my next thought…”Is your school following the fundamentals of RtI? Are all of your teachers differentiating instruction for all learners, not just the ones who aren’t on grade level?”

Burggraf and Sotomayer state,

“The Response to Intervention (RtI) Model assumes that all students receive research-based, high quality, differentiated instruction from a general educator in a general education setting.”

So…the foundation for every classroom is that all students receive high quality, differentiated instruction–that includes the average learner, too.

I feel for the average learner. They are the ones who rarely receive any individualized attention or differentiation based upon their needs, interests, or learning styles. Why? Because they are doing what they’re supposed to be doing. They are displaying appropriate behavior. They “get” concepts after just a few exposures to them. They don’t need any intervention. Right?

Do you agree or disagree? What do you do to help the average learner?