Journals

1. ABSTRACT: Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Faced with such diversity, many schools are implementing //differentiated instruction// in an effort to effectively address all students' learning needs. Here, Huebner talks about the effectiveness of //differentiated instruction// and suggests several guiding principles to support differentiated classroom practices. [|Journal article]

2. ABSTRACT: Differentiating instruction in an inclusive setting can be extremely difficult when trying to create and present material that all students can be successful with. However, when differentiation is used effectively student achievement will rise. One of the major obstacles in differentiating instruction is how time consuming it makes planning. This article talks about different ways to meets the needs of all learners that isn't always writing several different lessons for each class. [|Journal Article]

3. ABSTRACT: Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are 'recommended' for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used. [|Journal Article]

4. ABSTRACT: Inclusion efforts to meet diverse needs have challenged both special and inclusive educators to modify curriculum and differentiate classroom instruction. This includes inclusive education students and special education students, as well as English Language Learners (ELLs) who have learning or behavior problems. This article discusses the topic of curriculum and its differentiation for ELLs with special needs. Specifically, this article addresses teaching and curricular principles, as well as practices necessary to effectively meet diverse needs in the classroom. This article also includes several checklists or guides to assist educators to become more competent in implementing and differentiating instruction. The ideas and practices presented will assist educators of ELLs to provide culturally relevant implementation and differentiation of mandated educational curriculum. [|Journal Article]

5. ABSTRACT: Teachers often perceive an inherent conflict between "differentiated instruction," which emphasizes attention to variance in students' readiness levels, interests, and learning profiles, and "the grading system," which seems to indicate a sort of rigidity and standardization. This article examines key principles of quality differentiation and of quality grading to determine whether the two facets of educational practice are compatible. It concludes that the perceived incompatibility stems from misunderstanding the essential principles of differentiation and grading, and from entrenched classroom habits that often run counter to guidance from experts in grading and in differentiation. [|Journal Article]