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Teaching and learner variation

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Abstract:

This article describes how teachers have adapted instruction to address individual learner differences in group settings. After tracing adaptive teaching back to its roots in antiquity and reviewing psychological theory on adaptive teaching, the authors present examples of contemporary teachers creating a common and dynamic teaching ground in their classrooms, moving along both individuals and the class group. Drawing upon these examples, the authors begin to articulate common principles of adaptive teaching so that educators might benefit from theory that explains how student differences interact with instructional practices and researchers might benefit from information about how practicing teachers both adapt their instruction to students and guide students to adapt to different modes of instruction.

Language: English

DOI: http://dx.doi.org/10.1348/000709905X62110

Publication date: October 1, 2005

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