NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1139305
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: As Provided
Reference Count: 1
ISBN: N/A
ISSN: EISSN-2325-7466
ESSAY--Strategies for Differentiated Instruction
Cook, Rachael
Journal of the American Academy of Special Education Professionals, p92-95 Win 2008
How literacy develops has been of interest to scholars and practitioners of literacy for at least the past century. The Vygotskian perspective of literacy emphasizes social interaction but places les emphasis on stages of behavior. Children build new concepts by interacting with others, such as teachers, who either provide feedback or help them accomplish a task. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Vygotsky realized this over a hundred years ago and did studies on what a child can do on their own and what they can do with guidance. This is the same model of differentiated instruction. In a differentiated classroom teachers are guiding their students as they work in groups or on activities. Students are allowed to learn at their own pace and learn in a variety of ways. The challenge comes in when teachers are preparing activities to meet these needs. These activities include individual, small group and whole group.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A