Differentiation in the Classroom: Breaking Away from Ability Groups

Autor/in	Coupland, Liam
Titel	Differentiation in the Classroom: Breaking Away from Ability Groups
Quelle	In: Primary Science, (2019) 158, S.11-13 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Foreign Countries; Individualized Instruction; Elementary School Science; Elementary School Teachers; Elementary School Students; Holistic Approach; Teaching Methods; Student Needs; Science Instruction; STEM Education; Ability Grouping; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	The author, a reception/year 1 teacher at Maesycwmmer Primary School in South Wales, considers the holistic learning experience and his reflections on grouping and its impact. He says if primary science practitioners want science to be open and available to all, they need to think about how they make the subject accessible and subsequently differentiate to ensure this happens. However, this should not be at the risk of damaging the wellbeing of those they teach. They need to think about the whole child -- all of their strengths and weaknesses. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01