Learning readiness can be defined as a student's entry point relative to a particular understanding or skill (Tomlinson, 1999). As an educator prepares to introduce new concepts or skills, they must recognize that students are at varying learning readiness levels. Some students are ready for what is about to be taught. Other students may lack the fundamental skills to progress. Meanwhile, other students may already know the material. The educator's responsibility is to find ways to build upon and extend the learning of the students who express understanding of concepts, while, at the same time, provide instruction or practice for students who are struggling with the concepts (Heacox, 2002).
Resources
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C.A. (1999). Mapping a route toward differentiated instruction. [Electronic version]. Educational Leadership, 57(1), 12-16.
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