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Differentiating instruction is suggested to meet the needs of different students in a classroom. Strategies for conducting differentiating instruction are provided.

Three paradigms related to teaming and how the might be revised to improve the quality of today's middle school programs are discussed: team configurations, teaming for interdisciplinary instruction, and teaming and advisory. Rottier, J. (2003). Variations on a team: changing paradigms. Middle Ground, 7(2), 10-12.

The Consortium for School Networking reports the emerging technologies in the areas of instruction and assessment and their characteristics. Recommendations for technology decision makers are also provided.

Students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into the larger instructional environment. Chappuis, S., & Stiggins, R. (2008). Finding balance: Assessment in the middle school classroom. Middle Ground, 12(2), 12-15.

Chunking is one of many instructional strategies supported by recent research about the human brain. By chunking we make sense of the randomness and improve the chances of moving the information to long-term memory. Strategies of chunking are suggested. Wormeli, R. (2002). Beating a path to the brain. Middle Ground, 5(5), 23-25.

The value of using study guides to develop multiple literacies is discussed. Strategies of study guides development and the components should be included in the guides are also suggested. Wood, K. D. (2002). Using study guides to develop multiple literacies. Middle Ground, 6(2), 10-14.

This book is the result of research by the Center for Applied Special Technology (CAST). Their position is that the use of technology can be used to transform the nature of the curriculum itself. The e-book version has links to resources that make it a wealth of information regarding universal design for learning (UDL). UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately.