Differentiated Instruction

Author

Tracy E. Winzer, Central Washington University

Document Type

Graduate Project

Date of Degree Completion

Spring 2010

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Lee A. Plourde

Second Committee Member

Lanny Fitch

Third Committee Member

Steven A. Schmitz

Abstract

The advantages of differentiated insh·uction compared to traditional direct instruction were contrasted aud compared in this study. The research examined the need for differentiation in public school classrooms with a wide range of student skill aud ability. The focus of the research was to determine whether or not differentiation is a sound and best teaching practice, and to what extent it should be incorporated into national curriculum instruction. The project centered on the creation of a differentiated unit for au eleventh grade U.S. Hist01y class. The unit is designed to accommodate a mixed-ability classroom by using differentiated instruction strategies. The results found that differentiated instruction is indeed a best practice and should be used as often as possible in all grades. However, the implications of practicing differentiation contribute to why differentiation remains controversial and underused.

Recommended Citation

Winzer, Tracy E., "Differentiated Instruction" (2010). All Graduate Projects. 918.
https://digitalcommons.cwu.edu/graduate_projects/918