Abstract
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- Volume 31
- Issue 1
- Publication Date: Winter 2008
Science, Standards, and Differentiation: It Really Can Be Fun!
Toni A. Sondergeld and Robert A. Schultz
Teaching in a regular classroom has become more complicated than ever with increased student diversity and pressure to connect learning experiences to educational standards and test preparation (Brighton, 2002). Although teaching to the middle is often what occurs in traditional classrooms to meet required standards, it is neither an appropriate nor meaningful method of instruction with the inclusion of both students who are gifted and/or have learning disabilities or other disabling conditions. Differentiation of instruction, although challenging for the classroom teacher, is an effective approach that may resolve egalitarianism in education, where all students receive exactly the same educational experiences rather than “everyone having an equal opportunity to actualize their learning potential” (Winebrenner, 1999, p. 12). Our work in an inclusive third-grade classroom shows promise and a sense of hopefulness from both students and teacher alike with regard to meeting varied educational needs in science while still addressing mandated educational standards.
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