The Goals of Differentiation.
Contributor(s): Association for Supervision and Curriculum Development | National Education Association of the United States. Dept. of Supervision and Curriculum Development | Carol Ann Tomlinson
Analytics: Show analyticsPublisher: Washington, D.C. : Department of Supervision and Curriculum Development, N.E.A., 20008Description: 26-30 p. : ill. ; 24 cmContent type: text Carrier type: volumeSubject(s): TeachingLOC classification: L11 .Ed83el| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| BOOK | Periodicals Section | Periodicals Section Periodicals Section | L11.Ed83el.2008 (Browse shelf) | Available | PER 1216T |
Total holds: 0
Differentiated Instruction enables teachers to go beyond the question, How can I make sure a student masters a body of information? asking instead, How can I help create a real learner? Differentiation creates ideal conditions to promote four elements that help students take charge of their own learning: trust, fit, voice, and awareness. This article describes how effective teachers promote each of these elements in differentiated classrooms.
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