ERIC Number: EJ1370358
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0094-0771
EISSN: EISSN-2327-6223
Available Date: N/A
The Key to Equitable Differentiation
Dack, Hilary; Chiles, Ellie; Kathman, Lesli; Poessnecker, Arrinna; Strohl, Emilee
Middle School Journal, v53 n5 p15-32 2022
Although a teacher's goal in using differentiated instruction is typically rooted in equity, middle level educators can use this instructional approach in inequitable ways if it is not strategically executed. This paper suggests that the concept of student readiness, or current proximity to a learning objective as revealed by clear assessment data, offers one key to equitable differentiation in the middle grades. It provides step-by-step guidance on how to implement the readiness-based strategy of tiering in a manner that is respectful of diverse learners and that will lead to lasting learning. We present four extended examples of the equitable use of tiering across multiple content areas. This paper offers both concrete recommendations for the effective use of one differentiation strategy and philosophical considerations of why readiness-based differentiation supports fairness and practicality in the middle level classroom.
Descriptors: Equal Education, Individualized Instruction, Learning Readiness, Middle School Students, Middle School Teachers, Instructional Effectiveness, Student Evaluation, Educational Strategies
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A