Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards

By Holli M. Levy. 2008

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Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, methodology): “In return, the term DI has been used as a one-dimensional construct of single practices such as learning centres, small-group interaction and tiered activities (e.g. Coffey, 2011; Latz and Adams, 2011; Levy, 2008; McTighe and Brown, 2005; Santangelo and Tomlinson, 2009).”
The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students’ Academic Achievements (2016, background): “…also be defined as a learning experience in which various approaches are used to introduce students to the content of programme, and activities and periods are designed so students can learn meaningfully, access their knowledge and opinions, and choose to display what they have learnt (Levy, 2008).”