Differentiating Instruction in Algebra I
All students have the capacity to learn, and all student deserve a learning environment that is safe, supportive, and leads to success. But what is the best way to deliver instruction uniquely tailored to each student's needs so that no student is forced to move on before mastering a concept and no student sits idly waiting for the class to remediate material that she already understands? The author will investigate multiple ways of delivering instruction without direct teacher-involvement. She will also research methods and advantages of grouping students both heterogeneously and homogeneously for optimum student achievement. The ultimate goal is to come away with a plan for a diverse group of learners that will allow each student to work at a pace comfortable to him/her, while also encouraging all students to challenge themselves. Every student will finish class with mastery of concepts sufficient to move to the next level of mathematics instruction.