•  
  •  
 

Abstract

Even though differentiated instruction is considered best practice for addressing student diversity, preservice teachers may not be receiving the training they need to plan differentiated lessons and utilize a wide variety of teaching strategies. Teacher education programs are not effective in inculcating the principles of differentiated instruction. because preservice teachers do not observe, experience or implement differentiated instruction in the preservice courses or their practicum experiences. MSU-Billings faculty are addressing differentiated instruction in their own teaching to test the premise that modeling differentiation may be a more effective way of assisting preservice teachers to understand and implement differentiation in their own teaching.

DOI

10.15760/nwjte.2005.4.1.6

Persistent Identifier

https://archives.pdx.edu/ds/psu/30297

Included in

Education Commons

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.