Abstract 8-Volume 7, Number 3, Winter 2012

Differentiated Instruction in Elementary Social Studies: Where Do Teachers Begin?

Kay A. Chick

Barbara S. S. Hong

Penn State Altoona

 

Abstract

This paper presents the philosophy and goals of differentiated instruction in the social studies.  Children’s literature is incorporated to highlight five practical and easy-to-implement strategies for differentiating instruction.  These strategies are presented to assist teachers in meeting the needs of a diverse student population. Differentiated instruction is emphasized in ways that help students experience the benefits of a democratic social studies classroom where the responsibility for learning is shared.

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