Abstract
Many classrooms are comprised of students with differing abilities ranging from students with disabilities to students with gifts and talents. While these students are sharing the same space, their differing cognitive levels must be met. Therefore, curricula must be used to meet the needs of the cognitive level that is represented within the class. The Ford–Harris Matrix, introduced in 1999, which merges the works of Benjamin Bloom and James Banks, will be re-introduced using a color code to conceptualize the model. Sample of activities using the Ford–Harris Matrix, along with pros and cons of instructing students within particular quadrants of the matrix, will also be provided.
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