A rationale for differentiating instruction in the regular classroom

Article Abstract:

A distinguished professor of education articulates a value-based argument and a philosophical statement that emphasizes principles and perspectives that have remained precious to him throughout his 40 years in the field of education. He believes that heterogeneous classrooms and differentiated instruction must form the core of the classroom experience for students in a democracy that works.

Science & research, Research, Classroom management, Classroom techniques

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Styles of thinking as a basis of differentiated instruction

Article Abstract:

The differentiation of instruction using a theory of thinking styles as a basis for differentiation is considered. Some general characteristics of styles and the issues of measurement are considered, the theory of mental self-government and data supporting the theory are presented.

Analysis, Thought and thinking, Thinking

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Professional learning communities: teachers, knowledge, and knowing

Article Abstract:

The article explores teachers' learning communities by comparing two vignettes from field notes that show teachers building and sharing effective pedagogical knowledge.

Management dynamics, Management, Company business management, Learning communities

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