Differentiated enquiry

• Autores: Tony Sherborne
• Localización: School Science Review, ISSN 0036-6811, Vol. 95, Nº. 351, 2013 (Ejemplar dedicado a: ASE's summer celebration conference), págs. 50-51
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Learning through investigation can mean that knowledge is gathered at a slow pace. By working within the structure as illustrated in this article, the amount of guidance given to students can be varied and tailored to individual progress. As expertise is gained, teacher involvement can be reduced so that students have more control over the direction of their learning.