Each student should have a curriculum at an appropriate level of difficulty, and teachers must have high but achievable expectations for all students (Alderman, 1999; Bransford, Brown, & Cocking, 1999; Learning First Alliance, 2001). Instructional tasks should be of “intermediate difficulty”; they should be “tasks that students can complete but only with some effort, so as to engender feelings of increasing competence and pride” (Stipek, 1996, p. 89). Students should also be provided with clear, frequent, and constructive feedback so that they are able to see growth in their capacities and skills (McCombs, n.d.; Stipek, 1996; Wiggins & McTighe, 1998).