Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22534
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dc.contributor.authorKho, Ee Moien
dc.date.accessioned2020-11-20T07:26:54Z-
dc.date.available2020-11-20T07:26:54Z-
dc.date.issued2019-
dc.identifier.citationKho, E. M. (2019). So that all may learn: Differentiating instruction in the primary social studies classroom. HSSE Online, 8(2), 52-60.en
dc.identifier.urihttp://hdl.handle.net/10497/22534-
dc.description.abstractThere is increasing diversity in our classrooms today. In order to manage this diversity, enable every child to learn and make sure no child falls between the cracks, we need to reconsider how we plan and enact our lessons. Our past practice of a “One size fits all” lesson may be expedient but is no longer sufficient to meet the learning needs of our students. Differentiated instruction is a recommended approach for educators who acknowledge the diverse needs of learners and who want to help all their learners achieve the required academic standards. This paper attempts to explain in simple terms what Differentiated Instruction is and to show, with examples, how it can be planned and carried out in the primary social studies classroom.en
dc.language.isoenen
dc.titleSo that all may learn: Differentiating instruction in the primary social studies classroomen
dc.typeArticleen
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