Chairperson, Graduate Committee: Peggy Taylor.White, Dwayne Matthew2016-04-122016-04-122015https://scholarworks.montana.edu/handle/1/9299Students have varying backgrounds and learning abilities. One philosophy of education, differentiated instruction, seeks to meet this diversity of student needs by offering a variety of learning tasks. In this article, the author examines what differentiated instruction is, how it may be incorporated, and reflects on the data gathered from an elementary school classroom -- primarily looking for impacts on student perceptions, engagement, and learning.enScience--Study and teachingAbility grouping in educationEducation, PrimaryDifferentiated instruction in the science classroom : student perception, engagement, and learningProfessional PaperCopyright 2015 by Dwayne Matthew White.