Home > NAMDU > Vol. 1 (2019) > Iss. 8
Scientific Bulletin of Namangan State University
Abstract
This paper defines what differentiation is and why it is relevant to the classroom. The importance of defining differentiated instruction (DI) strategy were identified on the basis of experiment with 100 participants from 10 schools in Namangan city taking part in semi structured interview and analyzing all answers. The results show that teachers have different ideas about DI.
First Page
317
Last Page
321
References
1. Chamberlin, M. & Powers, R. The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications – 2010, № 29.- p.113-139 1. Ensign, J. Teacher-initiated differentiation. Teaching children mathematics – 2012, № 19 (3) – p.158-163. 1. Kobelin, M. Multi-age made me do it: A teacher tackles differentiation in math instruction. Schools: Studies in Education – 2009, № 6 (1) – p.10-22. 1. Pham, H.L. Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning – 2012, № 9 (1) – p.13-20. 1. Scigliano, D. & Hipsky, S. Ring circus of differentiated instruction. Kappa Delta Pi Record – 2010, № 46 (2) – p.82-86. 1.Tomlinson, C. A. How to differentiate instruction in mixed-ability classrooms. Alexandriа – 2001.
Erratum
???????
Recommended Citation
Jamoliddinova, Nilufar
(2019)
"DIFFERENTIATED INSTRUCTIONS IN LANGUAGE CLASSES: “ONE SIZE DOES
NOT FIT ALL”,"
Scientific Bulletin of Namangan State University: Vol. 1
:
Iss.
8
, Article 62.
Available at:
https://uzjournals.edu.uz/namdu/vol1/iss8/62