Does differentiation have to mean different?
Does differentiation have to mean different?
The article questions common assumptions about differentiation. It encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. It argues for a more complex and inclusive model based on deliberate teacher decisions about where to place the challenges and where to withdraw them. There is particular emphasis on motivating pupils and cultivating curiosity.
history teaching, differentiation
5-12
Harris, Richard J.
031704a4-abe8-4160-b268-e8266e7f54db
March 2005
Harris, Richard J.
031704a4-abe8-4160-b268-e8266e7f54db
Harris, Richard J.
(2005)
Does differentiation have to mean different?
Teaching History, 118, .
Abstract
The article questions common assumptions about differentiation. It encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. It argues for a more complex and inclusive model based on deliberate teacher decisions about where to place the challenges and where to withdraw them. There is particular emphasis on motivating pupils and cultivating curiosity.
This record has no associated files available for download.
More information
Published date: March 2005
Keywords:
history teaching, differentiation
Identifiers
Local EPrints ID: 15590
URI: http://eprints.soton.ac.uk/id/eprint/15590
ISSN: 0040-0610
PURE UUID: d3ce0b98-5b24-4b93-a9ff-4a67bbfacf86
Catalogue record
Date deposited: 09 May 2005
Last modified: 11 Dec 2021 14:02
Export record
Contributors
Author:
Richard J. Harris
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics