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Differentiating kindergarten

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dc.contributor.advisor Townsend, David
dc.contributor.author Lacarte, Debbie
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-18T20:34:49Z
dc.date.available 2010-03-18T20:34:49Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/10133/933
dc.description x, 133 leaves ; 29 cm. -- en
dc.description.abstract A 'one size fits all' method of teaching falls short of meeting the diverse needs of students in today's classrooms. This project explores the history, philosophy, principles, and practice of differentiated instruction and discusses the planning, implementation, and results of differentiated instruction in the social/emotional, academic, and physical areas of the kindergarten curriculum. Key themes in the discussion and implementation of differentiated instruction are the developmental view of education, planning for individual differences, and using and internalizing knowledge from current research about the brain, learning, and multi-intelligences to make the paradigm shift necessary to develop attitudes and curriculum for a child-centered learning environment. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Kindergarten -- Curriculum planning en
dc.subject Individualized instruction en
dc.subject Differentiated teaching staffs en
dc.title Differentiating kindergarten en
dc.type Thesis en
dc.publisher.faculty Education en


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