Provision of Classroom Instruction That Is Adaptive to Student Differences.

Autor/in	Wang, Margaret C.
Institution	Minnesota Univ., Minneapolis. National Support Systems Project.
Titel	Provision of Classroom Instruction That Is Adaptive to Student Differences.
Quelle	(1983), (194 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adjustment (to Environment); Classroom Techniques; Curriculum Development; Higher Education; Individual Differences; Individualized Instruction; Instructional Materials; Learning Modules; Mainstreaming; Preservice Teacher Education; Student Needs; Teacher Education Curriculum; Teacher Educators + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individueller Unterschied; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning module; Lernmodul; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung
Abstract	This module (part of a series of 24 modules) is on alternative instructional strategies and school resources to be used to provide learning experiences adaptive to the needs and characteristics of individual students. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core of professional knowledge needed by teachers in the future. The module is to be used by teacher educators to reexamine and enhance their current practice in preparing classroom teachers to work competently and comfortably with children who have a wide range of individual needs. The module includes objectives, scales for assessing the degree to which the identified knowledge and practices are prevalent in an existing teacher education program, and self-assessment test items. Additional readings include a selected bibliography and several articles on adaptive instruction. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC