Differentiating Instruction to Meet Student Needs
Abstract
Differentiating instruction appears needed for ensuring student success. Put another way, teachers want to make certain students are learning something they do not already know. This presentation provides participants opportunities for receiving and discussing what teachers can do when differentiating student reading and writing instruction. The ideas discussed are used with all reading materials provided in schools.
Over five decades, highly controlled studies show differentiating instruction explained with effects to one and one-half sigma, were reviewed by, among others, the United States Department of Education, The Education Commission of the States, The Northwest Regional Educational Research Laboratory & National Clearinghouse for Comprehensive School Reform, The Cambridge Center for Behavioral Studies, and the Texas Center for Educational Research. To appreciate the magnitude of these effects, .65 sigma is equal to about one year's growth on commercially prepared norm-referenced standardized tests.
Keywords
Differentiating Instruction, Classroom Organization
Recommended Citation
Hobe, John, "Differentiating Instruction to Meet Student Needs" (2018). Georgia Educational Research Association Conference. 40.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/40
Differentiating Instruction to Meet Student Needs
Differentiating instruction appears needed for ensuring student success. Put another way, teachers want to make certain students are learning something they do not already know. This presentation provides participants opportunities for receiving and discussing what teachers can do when differentiating student reading and writing instruction. The ideas discussed are used with all reading materials provided in schools.
Over five decades, highly controlled studies show differentiating instruction explained with effects to one and one-half sigma, were reviewed by, among others, the United States Department of Education, The Education Commission of the States, The Northwest Regional Educational Research Laboratory & National Clearinghouse for Comprehensive School Reform, The Cambridge Center for Behavioral Studies, and the Texas Center for Educational Research. To appreciate the magnitude of these effects, .65 sigma is equal to about one year's growth on commercially prepared norm-referenced standardized tests.
