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ERIC Number: EJ1151269
Record Type: Journal
Publication Date: 2017-Sep
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1053-4512
Differentiating Study Guides
Conderman, Greg; Hedin, Laura
Intervention in School and Clinic, v53 n1 p19-27 Sep 2017
Study guides are a popular and frequently student-requested instructional support developed primarily by upper elementary, middle, and high school teachers to help students navigate through a course of study. With the increase of the number of learners with diverse needs in general education classrooms, teachers need to be mindful of various ways to differentiate study guides, that is, make adjustments that maintain the integrity of student outcomes while offering choices and respecting each learner's background knowledge, skill-level, interests, and learning preferences. Specifically, teachers can differentiate study guides by adjusting questions and content, providing different kinds of study guides, allowing students to demonstrate knowledge in different ways, reinforcing student efforts, and allowing students to use classroom materials and space in various ways. This article presents ways teachers can apply the components of differentiation to maximize the use of study guides in inclusive classrooms.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A