Preparing teachers for differentiated instruction¶
Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, 58(1), 82-83.
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.
Supported in partVerified against the work's full text
Holloway supports that teacher preparation, planning difficulty and school support are what limit implementation of differentiation, but not the five-part list of presumptions.
“To successfully implement differentiated instruction in our schools, two events must occur. First, universities must develop pre-service programs”
- 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.
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