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ERIC Number: ED479480
Record Type: Non-Journal
Publication Date: 2002
Pages: 26
Abstractor: N/A
Reference Count: N/A
Differentiating in the Classroom: A Study of Student Teachers.
Fleming, Louise Conn; Baker, Pamela Hudson
This study examined the role of lesson plan design in helping teacher candidates meet the diverse needs of middle school students. Participants were student teachers who had been taught to use differentiated lesson planning. The study investigated whether they were differentiating in their planning, assessment, and instruction in the student teaching setting. Participants provided copies of three lesson plans from their preservice class (which directly required differentiation) and three lesson plans from the current student teaching setting. They were also observed twice, and they completed a survey on what differentiation was, whether they differentiated as student teachers and felt prepared to differentiate, and what they thought of the required lesson plan format. Results showed continuing problems with the expectations of cooperating teachers relative to those of the university instructional team. There was minimal awareness that student needs and actual assessment data were the driving forces of instruction. When evidence of differentiation was seen, it was primarily in the product area. There was some evidence of it in the process area, but none in the content area. While student teachers thought they employed differentiation in the classroom, they were more typically offering simple task accommodations. However, each had latched onto some specific aspect of differentiation without internalizing the whole picture. (Contains 10 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A