Differentiated Instruction (DI) is an ongoing practice: teachers intentionally and systematically discover and plan lessons around the strengths, needs, prior knowledge, and attitudes of their students. Teachers must routinely consider not just the “what” of their lessons, but also the how, why, and for whom. This issue of Science Scope features summaries of how teachers have successfully differentiated instruction within their classrooms.
Details
Type Journal ArticlePub Date 2/1/2010Stock # ss10_033_06_1Volume 033Issue 06