Revisiting Differentiated Assignments
Track
Research Proposal / Learning Theories and Pedagogy
Abstract
In 2012 the presenter analyzed student perceptions of how differentiated assignments impacted their engagement and learning in a children’s literature course comprised of students who were diverse in their levels of age, teaching experience, education, English instruction, and degree programs. Four years later, the instructor is investigating the effects of differentiating assignments with a more homogenous group of seniors in a rigorous methods course. In this session the presenter will discuss the results of this qualitative study and share examples and resources for implementing differentiation in higher education.
Session Format
Presentation Session
Recommended Citation
Rieman, Patricia L., "Revisiting Differentiated Assignments" (2017). SoTL Commons Conference. 24.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/24
Revisiting Differentiated Assignments
In 2012 the presenter analyzed student perceptions of how differentiated assignments impacted their engagement and learning in a children’s literature course comprised of students who were diverse in their levels of age, teaching experience, education, English instruction, and degree programs. Four years later, the instructor is investigating the effects of differentiating assignments with a more homogenous group of seniors in a rigorous methods course. In this session the presenter will discuss the results of this qualitative study and share examples and resources for implementing differentiation in higher education.
