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Differentiated instruction through choice in mathematics
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- Author(s) / Creator(s)
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Differentiated instruction through choice is a teaching approach commonly used in classrooms. Bender (2012) states that differentiated instruction is commonly used in general education classes and is particularly helpful to students with an array of learning needs and interests. This research focused on differentiated instruction through choice in mathematics and was focused on developing an early career teacher’s understanding of differentiated instruction through choice using the self-study methodology of action research. The question that guided the research was, “How can self-exploration of knowledge and practice lead to improved teaching, confidence, and self-efficacy for an early-career teacher?" Throughout the research, data was analyzed on how differentiated instruction through choice was implemented and how it supported student learning. The data was collected and analyzed on the use of differentiated instruction in support of learners with diverse abilities, including students who are working below, at, or above the graded curriculum. Four themes were identified, these included the dynamics of class routine, the decision between literacy and numeracy, collaboration amongst all classroom members, and students making successful choices. The self-study provided the researcher opportunity to reflect on the experiences of implementing differentiated instruction through choice through focused data collection and reflection in an effort to improve teaching practices.
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- Date created
- 2022
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- Type of Item
- Research Material