DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES

Authors

S.X.Sanakulova

Doctoral student of National institute of pedagogy and character education named after Kari Niyazi, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-05-12-15

Keywords:

Content process products

Abstract

In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests. To meet the needs of a diverse student population, many teachers differentiate instruction. This article describes differentiated instruction, discusses the reasons for differentiating instruction, discusses what makes it successful, and suggests how teachers can start implementing it.

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References

Brook, C., & Lock, G. (2010). Reflective practice, professional learning, and educational partnerships: Effecting change in classroom settings. In E. Ng (Ed.), Comparative blended learning practices and environments, (pp. 188-203). Hershey, PA: IGI Global.

Hsieh, P., & Dwyer, F. (2009). The instructional effect of online reading strategies and learning styles on student academic achievement. Journal of Educational Technology & Society, 12(2), 36-50.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.

S.X.Sanakulova. (2024). DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES. Current Research Journal of Pedagogics, 5(12), 74–77. https://doi.org/10.37547/pedagogics-crjp-05-12-15

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