Literaturnachweis - Detailanzeige
Autor/inn/en | Thousand, Jacqueline S.; Liston, Andrea; McNeil, Mary; Nevin, Ann I. |
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Titel | Differentiating Instruction in Inclusive Classrooms: Myth or Reality? |
Quelle | (2006), (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Individualized Instruction; Lesson Plans; Inclusive Schools; Access to Education; Instructional Design; Team Teaching; Instructional Development; Teacher Collaboration; Instructional Effectiveness; Reflective Teaching Individualisierender Unterricht; Lesson planning; Unterrichtsplanung; Inclusive school; Integrative Schule; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Teamteaching; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Unterrichtserfolg |
Abstract | The authors examine the literature that sets the foundation for a lesson design cycle for differentiating instruction in inclusive classrooms. Use the cycle to differentiate at the four design points of understanding the learners, delineating content and materials, assessing what learners know, and differentially arranging teaching/learning activities. Appended is: Bibliography of 5 Key Research Papers related to Differentiated Instruction using UDL Principles. (Author). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |