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Differentiated instruction: applying the work of C.A. Tomlinson in the primary literacy classroom

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dc.contributor.author Erickson, Christina
dc.date.accessioned 2010-04-14T16:21:22Z
dc.date.available 2010-04-14T16:21:22Z
dc.date.copyright 2010 en
dc.date.issued 2010-04-14T16:21:22Z
dc.identifier.uri http://hdl.handle.net/1828/2599
dc.description.abstract This project examines differentiated instruction (DI), and its implications for teaching language and literacy at the primary level. In particular, this project critically examines Carol Ann Tomlinson’s model of differentiation to determine how Tomlinson’s work may be applied to the teaching of primary language and literacy. To do this, this project examines the theoretical framework that underpins Tomlinson’s DI model, and considers the weaknesses and strengths of Tomlinson’s work, as well as the reasons why Tomlinson’s work has been so well received by educators. This project culminated in the adaptation of a tiered learning tool, Think-Tac-Toe, that may be used by teachers as part of a differentiated language curriculum for primary students. The learning tool also serves as the basis for a professional development workshop for educators about differentiated instruction in the primary grades, which is described in the appendices. en
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject Differentiated Instruction en
dc.subject literacy en
dc.subject primary en
dc.subject language en
dc.subject Carol Ann Tomlinson en
dc.title Differentiated instruction: applying the work of C.A. Tomlinson in the primary literacy classroom en
dc.type project en
dc.contributor.supervisor Preece, Alison
dc.contributor.supervisor Tobin, Ruthanne
dc.degree.department Dept. of Curriculum and Instruction en
dc.degree.level Master of Education M.Ed. en


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