Literaturnachweis - Detailanzeige
| Autor/inn/en | Pierce, Rebecca L.; Adams, Cheryll M. |
|---|---|
| Titel | Tiered Lessons: One Way to Differentiate Mathematics Instruction |
| Quelle | In: Gifted Child Today, 27 (2004) 2, S.58-66 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1076-2175 |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Inclusive Schools; Student Diversity; Elementary Education; Scaffolding (Teaching Technique); Student Needs |
| Abstract | The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are ESL learners, or have some combination of any or all of these factors? An answer to this question lies in differentiating instruction. Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, we have found that using tiered lessons is a viable method for differentiating instruction. (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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