Implementing differentiated instruction and flexible grouping into a middle school social studies curriculum

Term

2012

Capstone

Thesis

Degree Name

MALED

Abstract

This capstone undertook the creation of a curriculum that effectively implements differentiated instruction and flexible grouping into a middle school social studies classroom. The study examines the contemporary arguments for differentiated instruction and flexible grouping and offers a model for how to integrate these teaching practices into curriculum. the curriculum suggests using flexible grouping based upon student interest and choice while accounting for content, process and product. To increase student motivation, choices are offered to aid students in connecting material learned throughout the year with contemporary issues. This curriculum designed allows students to develop background knowledge, create new knowledge and use that new knowledge in ways that are both reflective and applicable to today's students. Ultimately, the goal is to increase student motivation and achievement though effective curriculum design.

This document is currently not available here.

Share

COinS