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Autor/inn/en | Adams, Cheryll M.; Pierce, Rebecca L. |
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Titel | Teaching by Tiering |
Quelle | In: Science and Children, 41 (2003) 3, S.30-34 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8148 |
Schlagwörter | Inclusive Schools; Second Language Learning; Individualized Instruction; Science Instruction; Teaching Methods; Special Needs Students; Developmentally Appropriate Practices; Elementary School Science Inclusive school; Integrative Schule; Zweitsprachenerwerb; Individualisierender Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Entwicklungsbezogene Bildung |
Abstract | The movement toward inclusion has affected classrooms greatly. Now, more than ever, teachers are addressing a broader range of academic needs in every classroom. But, how can teachers can reach "all" students when students are so academically diverse, have special needs, and/or are English learners? One way is through differentiating instruction. "Differentiating instruction" involves structuring a lesson at multiple levels so that each student has an opportunity to work at a moderately challenging, developmentally appropriate level. This article describes one facet of differentiated instruction--tiered learning; and illustrates how to implement this approach through a lesson about organisms and environments. (Contains 1 figure, 6 resources and 5 online resources.) (Author). |
Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |