Employing Differentiated Instruction in Secondary Classroom


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Essay #: 058966
Total text length is 5,027 characters (approximately 3.5 pages).

Excerpts from the Paper

The beginning:
Employing Differentiated Instruction in Secondary Classroom
Educational conditions have changed significantly over recent decades. Teachers used to deal with relatively homogenous classes in Canadian society. However, this is no longer the case. In a recent survey conducted by the Ontario Collage of Teachers one of the respondents stated,
The biggest change I see is differentiated instruction. We do not have a homogenous group
any more, and effective teachers have to be very
good at teaching a variety of levels using a
variety of strategies. Also, teachers have to
have a wide knowledge of the backgrounds of
different cultures, and a sensitivity to it
(Anonymous 44).
Statements like this indicate that classrooms in Canada are heterogeneous....
The end:
.....w to teach students with a wide range of different needs. Dividing units into different sizes allows for greater control of the time spent on content on any particular day. This can allow materials to be presented in a way that matches to attention spans of the students.
To be truly effective it is necessary to use ALO methods to determine what the students got out of the exercise. These results can be used to determine the best method of instruction.
Works Cited
Anonymous, State of the Teaching Profession 2006 Annual Survey,
Ontario College of Teachers, 2006.
, Sonia Ben, “An Alternative Approach to Measuring
Opportunity-to-Learn in High School Classes” in Alberta
Journal of Educational Research, Vol.52, Iss.2, Summer
2006: 107-127.