Attuned Pedagogy: The Artistry of Differentiated Instruction from a Taiwanese Cultural Perspective

Abstract

Differentiated instruction has been a framework of effective teaching and a main indicator of professional standards of gifted teachers in Taiwan. However, practically, there are significant disparities between the theoretical expectations and practical implementations regarding curriculum modification, teaching strategies, and demanded resources. Before the advocacy of the concept of differentiated instruction, attuned pedagogy was a very similar idea to differentiated instruction and has been a common language used to describe the goal of effective teaching in Taiwan and in the Chinese culture. Based on the perspective of the culturesensitive research paradigm, the purpose of this chapter is to delineate the ideal of attuned pedagogy and suggest attuned pedagogy as the artistry of differentiated