The Differentiated Classroom Responding To The Needs Of All Learners

By J. Eichel. 2016

835 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ef6341243b56c3f7022d2ab7dda0b17e13e870a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, methodology): “These are associated with what Tomlinson (1999, 2010) described as a safe and non-threatening environment where students are encouraged to learn and teachers have high expectations for all learners.”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “The third subdimension of environmental challenge is clear goals (Csikszentmihalyi, 1990), which are learning goals of the class that are clear and relevant to students' personal or future goals (Tomlinson,1999).”
DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES (2000, unknown): “Flexible grouping allows students to see themselves in a variety of contexts and aids the teacher in " auditioning " students in different settings and with different kinds of work (Tomlinson, 1995, 1999).”
The meaning of meaningful learning in mathematics in upper-primary education (2020, background): “…has been promotion of differentiated instruction, including the supply of additional support and feedback when students encounter difficulties with understanding mathematical concepts (Tomlinson 1999), and the use of contexts for learning and application of mathematics procedures (Boaler 1993).”
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).”
Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework (2017, background): “DI is a pedagogical approach in which teachers need to be proactive and adjust the content, assessment tools and teaching methods in relation to the broad range of learners’ learning profiles in the same class (Tomlinson 1999).”