DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES

Authors

  • S.X.Sanakulova Doctoral student of National institute of pedagogy and character education named after Kari Niyazi, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-05-12-15

Keywords:

Content, process, products

Abstract

In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests. To meet the needs of a diverse student population, many teachers differentiate instruction. This article describes differentiated instruction, discusses the reasons for differentiating instruction, discusses what makes it successful, and suggests how teachers can start implementing it.

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References

Brook, C., & Lock, G. (2010). Reflective practice, professional learning, and educational partnerships: Effecting change in classroom settings. In E. Ng (Ed.), Comparative blended learning practices and environments, (pp. 188-203). Hershey, PA: IGI Global.

Hsieh, P., & Dwyer, F. (2009). The instructional effect of online reading strategies and learning styles on student academic achievement. Journal of Educational Technology & Society, 12(2), 36-50.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.

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Published

2024-12-14

How to Cite

S.X.Sanakulova. (2024). DIFFERENTIATION OF INSTRUCTION IN THE ELEMENTARY GRADES. Current Research Journal of Pedagogics, 5(12), 74–77. https://doi.org/10.37547/pedagogics-crjp-05-12-15

Issue

Vol. 5 No. 12 (2024): Volume 05 Issue 12

Section

Articles

License

Copyright (c) 2024 S.X.Sanakulova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.