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|Other Titles:||The Utopia of Differentiated Instruction: The Design and Practice of Differentiated Instruction in the Learning Community of Junior High School Classrooms|
Office of Teacher Education and Career Service
This study investigates how a seventh grade biology teacher uses differentiated instruction under the conception of learning community education. The study use qualitative research methods with quantitative results of students' learning performance to understand achievable strategies and understand possible difficulties in the instructions. The results show that flexible grouping give student the opportunity to engage in differentiated learning in different groups. These differentiated instructional activities can help students' understanding of ecological concepts and promote learning motives and performances. Two suggestions are provided in this study for teachers that try to apply differentiated instructions in classrooms: (1) teachers should build a professional community to plan differentiated instructional activities; (2) teachers should aim to be an A/r/t teacher who participates in action research with continuous reflection and improvement in teaching.
|Appears in Collections:||中等教育|
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