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Essay / Research Paper Abstract
A 20 page paper that provides an overview of differentiated instruction beginning with the recognition that educators are familiar with differences among children but find it difficult to change instruction that would address those differences. Differentiated instruction is defined, the four ways to differentiate the instruction are reported and the areas of difference that need to be considered are outlined. Some of the misconceptions of differentiated instruction are identified as well as some of the obstacles. The key principles in this approach along with the major characteristics of the differentiated classroom. Numerous strategies are offered along with a lesson plan checklist. Most of the information is applicable to all grade levels. Bibliography lists 10 sources.
Page Count:
20 pages (~225 words per page)
File: MM12_PGdifin.rtf
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Unformatted sample text from the term paper:
(ASCD, 2000). Carol Ann Tomlinson said "school is very standardized, but unfortunately kids dont come in standard issue" (ASCD, 2000). Even the youngest child in kindergarten can identify who in
the class can count, who can read, who can color inside the lines, who can and cannot tell time, who can run the fastest and so on, they recognize differences
in their classmates (ASCD, 2000). Students recognized these differences as they progress in the grades (ASCD, 2000). The school system, however, sometimes seems to be ignoring the very differences students
themselves are aware of (ASCD, 2000). It isnt that educators do not know there are differences, the literature has been voluminous over the years with research about individual differences, it
is taking that knowledge and finding ways to apply it that are meaningful and beneficial to students (ASCD, 2000). Shorey et al reported that the National Research Center of the
Gifted and Talented conducted a study of middle schools and found study was that the "one size fits all instructional approach is common in todays middle schools" (2004). Further, respondents
seemed to think that middle school students were at a "plateau learning phase" (Shorey et al, 2004). The result was an approach that emphasized low-level thinking instead of challenges (Shorey
et al, 2004). Differentiated instruction takes into consideration the learning styles, differences and so forth of the middle school student, just as it does at any other grade level range
(Shorey et al, 2004). With this one size fits all mind-set, students in a classroom are "expected to read the same textbook, do the same lesson activity, work at the
same pace, do the same homework, and take the same test" (ASCD, 2000). While this approach may have worked at least moderately well fifty years ago when there was far
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