TitleMapping a route toward differentiated instruction
Publication TypeJournal Article
Year of Publication1999
AuthorsTomlinson, CA
JournalEducational Leadership
Volume57
Start Page12
Type of ArticleElementary
ISSNISSN-0013-1784
KeywordsCognitive Style, History Instruction, Learning Activities, Secondary Education, Teacher Student Relationship, Teaching Methods
Abstract

  Although students may learn in many ways, the essential skills and content they learn can remain steady. As demonstrated by three teaching approaches to the study of ancient Rome, students can take different roads to the same destination. Successful differentiation is rooted in student engagement and student understanding.  

URLhttp://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ592911&ERICExtSearch_SearchType_0=no&accno=EJ592911