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- Title
Theory to Practice: Differentiation for Preservice Teachers.
- Authors
Parks, Melissa
- Abstract
Preservice teachers learn how to connect educational theory to practice as they try to find pedagogical approaches that not only blend their personal styles but also create meaningful learning opportunities for students. Within field experiences, preservice teachers try to develop lessons that focus conceptual understanding on students' individual learning needs to help keep students engaged and motivated (Aschbacher and Ing 2017). Concurrent to the sharing of unit outlines and differentiated lesson plans, students were asked to identify and evaluate samples of differentiation in action by viewing instructor-selected video vignettes featuring different teachers and teaching styles. Frequently, preservice teachers told students to work anywhere in the room, intending to differentiate environment, or they allowed students to work alone or in partners, to differentiate process.
- Subjects
STUDENT teachers; THEORY-practice relationship
- Publication
Science & Children, 2019, Vol 57, Issue 2, p90
- ISSN
0036-8148
- Publication type
Article