Differentiated instruction in the science classroom : student perception, engagement, and learning
White, Dwayne Matthew
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Students 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.