DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES
By C. Tomlinson. CURRENT RESEARCH JOURNAL OF PEDAGOGICS, 2000
215 citations recorded by the source corpus.
In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests. To meet the needs of a diverse student population, many teachers differentiate instruction. This article describes differentiated instruction, discusses the reasons for differentiating instruction, discusses what makes it successful, and suggests how teachers can start implementing it.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/2109def98ca6b4765186caad96343030a9a9cbb6
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In Education
Citations in the corpus
- The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students’ Academic Achievements (2016, background): “…or learning styles with many strategies such as station, centers, agendas, complex teaching, trajectory studies, entry points, learning agreements, and multiple teaching methods that can be applied within class periods (Adams and Pierce, 2004; Chamberlin & Powers, 2010; Tomlinson, 1999, 2000).”