Adaptation of the modern american textbook under conditions of differentiated instruction

- Шпарик, Оксана Михайлівна (2017) Adaptation of the modern american textbook under conditions of differentiated instruction Проблеми сучасного підручника (18). pp. 266-274. ISSN 2411-1309

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Abstract

The article discloses the basic guidelines of American educators on the problem of Differentiated Instruction (DI) and its providing for the U.S. secondary education system. They define differentiation as a teacher's reacting responsively to a learner's needs. The goal of a differentiated classroom is maximum student growth and individual success. An essential feature of DI technology is relationship with the educational and methodological literature support, and a leading role belongs textbook. In almost every subject area, in nearly every grade level, students are expected to use a textbook as a resource. Many, however, are unable to access the content in their textbook due to struggles with reading and related skills such as information processing. Therefore, teachers in differentiated classrooms must adapt textbooks so that students with different reading and comprehension levels can learn classroom content. For some students, these adaptations are the difference between mere inclusion in a learning experience and true and meaningful participation in a learning experience. Content may need to be changed to better fit the learners’ age, experiences, abilities, or reading level. Whole pages or chapters may be omitted or shortened for some of these learners. Other pieces of the text may simply be adapted. Adapting textbooks may involve making changes to the text itself (rewriting, cutting out or crossing out, highlight or emphasize certain passages, sections, or chapters; created own version of the text etc.), supplementing the text (create additional visual and audio supports), or giving students strategies to learn the material in some other way (provide additional materials that will boost learning, fracture the chapter, develop some type of color system for the text etc.). When adjustments in lesson materials, content, and delivery are made, students with a range of different learning strengths and needs profit.

Item Type:	Article
Keywords:	differentiated instruction; adapting textbook; secondary school education; the United States
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	Оксана Михайлівна Шпарик
Date Deposited:	04 Dec 2017 15:09
Last Modified:	04 Dec 2017 15:09
URI:	https://lib.iitta.gov.ua/id/eprint/708716

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