Peer reviewed
Direct linkERIC Number: EJ1049812
Record Type: Journal
Publication Date: 2015
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0022-8958
Content, Process, and Product: Modeling Differentiated Instruction
Taylor, Barbara Kline
Kappa Delta Pi Record, v51 n1 p13-17 2015
Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content--the "what" of instruction; process--the "how" of instruction; and product-the "evidence" of instruction.
Descriptors: Individualized Instruction, Teaching Models, Instructional Innovation, Educational Strategies, Student Needs, Student Interests, Cognitive Style, Pedagogical Content Knowledge, Preservice Teacher Education, Preservice Teachers, Teacher Student Relationship, Delivery Systems, Evidence, Learning Activities, Learning Experience, Lesson Plans, Secondary School Curriculum
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
