Here is the synopsis of our sample research paper on Health & PE/Differentiated Instruction. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 4 page research paper that discusses differentiated instruction in general and then focuses on applying these principles to health and physical education classrooms. Bibliography lists 6 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khdifpe.rtf
Buy This Term Paper »
Unformatted sample text from the term paper:
to stave off boredom for the high level students, while also keeping instruction at a level that less skilled students to not become frustrated (McGreevey-Nichols, 2004). Today, this task is
even more demanding, as American classrooms accommodate an increasing diverse students population. Differentiated instruction is founded on the premise that "no two students are alike" and that "a variety of
learning experiences" should be offered so that students have the opportunity to "absorb information in different ways" (McGreevey-Nichols, 2004, p. 87). As defined by Tomlinson, differentiated instruction refers to
the "recognition, articulation and commitment" of the instructor "to plan for students differing needs" (Moon, 2005, p. 226). In a differentiated classroom, the teacher recognizes that not all facts presented
or read will be assimilated by learners, and, therefore, "carefully fashions instruction around the essential concepts, principles, and skills of each subject" (Tomlinson, 1999, p. 9). Differentiated instruction offers a
synthesis of what is known about "constructivist learning theory, learning styles and brain development" based on empirical research (Anderson, 2007, p. 49). There is no single, all-encompassing format
for creating or defining a differentiated classroom; however, there are guiding principles for accomplishing this goal (Tomlinson, 1999). These principles indicate that instruction should address the varied needs of students
according to learning readiness; cultural backgrounds; gender; talents; learning styles; and interests (McGreevey-Nichols, 2004). It is also suggested that teachers should use the following strategies in formulating differentiated instruction: create
tiered assignments; utilize scaffolding; vary groupings, creating tasks that can be done individually, in pairs or as a class; and set up learning centers (McGreevey-Nichols, 2004). Another aspect
of differentiated instruction is assessment and the need for students to become "self-evaluative and self-regulating," which are "essential components of an effectively differentiated instructional program" (McTighe and Brown, 2005, p.
...