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ERIC Number: ED491580
Record Type: Non-Journal
Publication Date: 2006-May
Pages: 34
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: N/A
Differentiated Instruction: Principles and Techniques for the Elementary Grades
Good, Melinda E.
Online Submission
Differentiated instruction is an educational approach that adjusts instruction to accommodate individual students' needs, rather than beginning at a predetermined set point. This approach is meant to increase both student learning and motivation. Because traditional instruction tends to "teach to the middle," or primarily focus on reaching average children, the needs of struggling and advanced learners are often not adequately addressed. This review explores the creation of a differentiated classroom by introducing the philosophy behind differentiated instruction and some common approaches to differentiation. Because differentiated instruction assumes certain degrees of literacy and independence, some of these strategies are more appropriate for young children than others. This review synthesizes and presents a variety of techniques appropriate for use in elementary schools, particularly in the primary grades. Because few authors have written extensively on differentiation, the field would benefit from the addition of further viewpoints, as well as scientific studies on the efficacy of differentiated instruction. (Contains 1 table.) [M.S. Thesis, Dominican University of California.]
Publication Type: Dissertations/Theses - Masters Theses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A