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dc.contributor.advisorFreiberg, Melissa
dc.contributor.authorKlewin, Stacey
dc.date.accessioned2012-07-05T14:08:28Z
dc.date.available2012-07-05T14:08:28Z
dc.date.issued2012
dc.identifier.urihttp://digital.library.wisc.edu/1793/61630
dc.descriptionThis file was last viewed in Adobe Reader Xen
dc.description.abstractThe following quantitative research descriptive study was conducted in the area of differentiation with the focus being the differentiation methods/strategies. Differentiation is defined as teachers meeting the individual interests and abilities of students within their classrooms. Teachers were asked during a pre-survey various questions regarding their current knowledge of differentiation terms and how often it is used within their classrooms. Another pre-survey asked teachers which methods/strategies are currently used within their classrooms or their familiarity with them. Four differentiation presentations were held during a course of two weeks. An overview of differentiation and methods/strategies were discussed, along with ideas associated with differentiation. About a month following the presentations teachers were asked to fill out a post-survey. About half of the teachers responded with the post-survey. Teachers showed an increased knowledge in differentiation methods/strategies that can be used in their classrooms. Teachers also took various assessment strategies away from the presentations that can be used to assess their students.en
dc.language.isoen_USen
dc.subjectIndividualized instructionen
dc.titleUses of differentiation within the classroomen
dc.typeProject Reporten


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