{"title":"学习的选择:大学课堂的差异化教学","authors":"A. Danley, Carla Williams","doi":"10.46504/15202005da","DOIUrl":null,"url":null,"abstract":"This article addresses the importance of differentiated instruction in the college classroom. Additionally, it focuses on the results of the students’ perceptions of differentiated instruction in the college classroom. Students in the college classroom were given choice boards to display their understanding on phonemic awareness, phonics, and morphology. The article discusses ideas for future direction based on the results from the action research project.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":"83-104"},"PeriodicalIF":0.0000,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Choice in Learning: Differentiating Instruction in the College Classroom\",\"authors\":\"A. Danley, Carla Williams\",\"doi\":\"10.46504/15202005da\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article addresses the importance of differentiated instruction in the college classroom. Additionally, it focuses on the results of the students’ perceptions of differentiated instruction in the college classroom. Students in the college classroom were given choice boards to display their understanding on phonemic awareness, phonics, and morphology. The article discusses ideas for future direction based on the results from the action research project.\",\"PeriodicalId\":30055,\"journal\":{\"name\":\"InSight A Journal of Scholarly Teaching\",\"volume\":\"15 1\",\"pages\":\"83-104\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"InSight A Journal of Scholarly Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46504/15202005da\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"InSight A Journal of Scholarly Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46504/15202005da","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Choice in Learning: Differentiating Instruction in the College Classroom
This article addresses the importance of differentiated instruction in the college classroom. Additionally, it focuses on the results of the students’ perceptions of differentiated instruction in the college classroom. Students in the college classroom were given choice boards to display their understanding on phonemic awareness, phonics, and morphology. The article discusses ideas for future direction based on the results from the action research project.
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