Preparing teachers for differentiated instruction

Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, 58(1), 82-83.

Type

Journal article

Intellectual base

Primary research

Year

2000

Link

https://www.ascd.org/el/articles/-preparing-teachers-for-differentiated-instruction

Cited from

education_pedagogy

Cited by

1 citation across 1 artifact.

Each citation links to the sentence it supports in the citing article.

Primes

• Differentiated Instruction
  • The practice presumes (a) a heterogeneous classroom with substantial variation in readiness, interest, and learning profile; (b) curricular coherence — a shared set of essential understandings all students should reach, within which differentiation operates; © ongoing formative assessment to locate each student's current position and readiness; (d) teacher capacity and time to design, manage, and adjust multiple concurrent instructional tracks; and (e) classroom-management structures that support multi-track activity, with implementation studies (Holloway, 2000) emphasizing that teacher capacity and structural supports are the binding constraints in scaling the practice.

    This sourceImplementation-focused analysis emphasizing that teacher preparation, planning time, and structural supports are the binding constraints determining whether differentiated instruction can be enacted at scale.

Verification

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Registry ID ref:dc5dc19da12b · see in the full table