Abstract
Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music educator and a practice that is already going on in many music classrooms across the United States. This article explores the principles behind differentiated instruction as well as its practical applications for a variety of music classrooms.
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