ABSTRACT
Curriculum designers, writers, and trainers should be aware that, for teachers, a diverse set of personal and classroom circumstances means a diverse set of classroom adaptations. In a world of infinite possibilities, it is impossible to predict what type of individual spin a teacher may put on the implementation of the curriculum when they adapt it to their specific needs. This paper, therefore, asserts the importance of identifying the key or pivotal elements of the curriculum in order to assure that they are, at the very least, included in the individualized enactments outside of our control. This planfulness may increase the likelihood of a closer-to-fidelity enactment insuring both student and teacher a richer experience that includes the primary principals the curriculum designers had in mind.
