20 Ways to Facilitate Learning Experiences through Differentiated Instructional Strategies

Paul Riccomini*, Sharon Sanders**, Kimberly Bright***, Bradley S. Witzel****
* Associate Professor, Eugene T Moore School of Education, Clemson University
** Program Manager, Clemson LIFE, Clemson University
*** Associate Professor of Educational Leadership and Special Education, Shippensburg University Pennsylvania.
**** Associate Professor of Special Education, Winthrop University South Carolina.
Periodicity:March - May'2009
DOI : https://doi.org/10.26634/jsch.4.4.528

Abstract

The challenges teachers face everyday in effectively teaching ALL students along a pre-determined path, usually with pre-determined curricula, towards a goal of adequate yearly progress is overwhelming to say the least. Classrooms are comprised of more and more diverse students in terms of ability, background and experiences, learning preferences, and instructional needs. In order to effectively facilitate learning experiences for their diverse classrooms, teachers must differentiate their daily instruction. This article offers four broad categories of strategies to consider when designing and differentiating instruction to better facilitate learning for all students: (a) instructional organization, (b) instructional delivery and methods, (c) student progress monitoring, and (d) organizational supports. Additionally, implications for practicing teachers and preservice teachers are highlighted.

Keywords

Instructional Strategies, Differentiated Instruction, Strategy, Effective, Instruction, Instructional Organization, Instructional Delivery, Progress Monitoring.

How to Cite this Article?

Paul Riccomini, Sharon Sanders, Kimberly Bright and Bradley S. Witzel (2009). 20 Ways to Facilitate Learning Experiences through Differentiated Instructional Strategies. i-manager’s Journal on School Educational Technology. 4(4), 7-14. https://doi.org/10.26634/jsch.4.4.528

References

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