Publication Date

1-1-2002

Document Type

Dissertation/Thesis

First Advisor

Rieman, Patricia L.

Degree Name

B.S.Ed. (Bachelor of Science in Education)

Legacy Department

Department of Literacy and Elementary Education

Abstract

I recently spent three weeks in Glen Ellyn doing my clinical work in a second grade classroom. As I spent my time there, I also participated in the school's institute day. The main topic of discussion during the institute day was differentiated lesson planning and it's place in the classroom. In differentiated lessons, students who are at different levels or abilities are all given the same lessons, but at their level. In this way, the students do not feel as if they are doing a different assignment that requires less work than others in the class. The students will all be participating in the lesson and the same objectives or goals will be matched. The difference is that the lesson is broken down so that the higher students will be doing more challenging and sophisticated work, the middle students will do work at the average level, and the students who are at a lower level will be given work that is not as much to handle for their ability level. The problem with differentiation is that it is a relatively new idea, and there are many who are unaware it even exists. As with any new idea, there are many critics who do not agree wit the components. I began the research by first distinguishing and defining the topic, and then going into more detail about how to implement the idea into a school. Examples from educators who are currently working with differentiation were also included and how technology and gifted students can be used were also touched upon. The conclusion is that differentiation is a new idea that should be supported by all involved and proper training is essential. There are many ways it can be initiated and the process is slow, but the benefits are withstanding as every learner in the classroom is reached in a way that best meets their individual needs.

Comments

Includes bibliographical references.

Extent

20 pages, 28 unnumbered pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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