Faculty Publications, Working Papers
| RMU Research #: | 29315 |
| Title: | Squelch Middle School Griping and Grumbling with Differentiated Instruction |
| Author/PI: | Michele N Hipsky; (Shellie Hipsky) |
| Date(s): | 03/01/2007 |
| Category: | Education |
| Type: | Working Paper |
| Description: | Most middle school teachers have at least one complaining student in their class. This may be a grave understatement due to the moans, groans, and eye rolling that I observed in many classrooms. The students don't see the world through their teacher's eyes. Teachers strive to meet high standards, garner good test scores, and have positive learning environment. With an increasingly diverse population with multiple levels of needs and abilities they have their work cut out for them. The foundation of differentiated instruction is the concept that instructional approaches should vary and should be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). When differentiating instruction, teachers can successfully meet the needs of their students. |
| Related Site: | http://www.pmsaweb.org/news/spring07_files/Page302.htm |
| Document: | Not Available, Please Contact Author |