Provide Blended Learning
- Combines face-to-face with online instruction and enhances the benefits of both while diminishing time, space, and size constraints
- Content delivery takes place asynchronously online and students have time to absorb and explore material at their own pace
Utilize Digital Textbooks |
Connect to Digital Archives |
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Case Studies
Case Study Differentiated Learning |
Case Study Gifted Learners |
In a 2014 case study, which collected data using open-ended surveys, interviews with nine participants and documents, Robinson, Maldonado, and Whaley found that differentiation is essential to the success of students because it meets the needs of all learners. However, there is a lack of professional development opportunities to teacher educators how to implement differentiated instruction as well as time constraints.
Types of differentiation found successful in this study were using choice boards, cooperative grouping, connection strategies, and enrichment activities (Robinson, Maldonado, & Whaley, 2014, p. 2, 17) . |
According to Koehler’s 2013 case study, elementary and middle school students in the social studies are rarely identified as gifted and talented, and they are not provided with necessary differentiated curriculum. Below are the scores of an exam given to gifted and talented students in the social studies. The Experimental Group received differentiated treatment and the Comparison Group received regular instruction. This proves the benefits of differentiated instruction in the social studies for gifted learners.
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Case Study Blended Learning
In a case study which collected survey data from thirty-eight students, “The blended nature of the course afforded students the opportunity for personalized learning. Students were able to make personal meaning of the course content by working through online modules at their own pace and with their own purpose. Personal struggles with the content forced students to venture away from the provided course materials and find new sources of information that applied directly to their specific learning needs” (Shand & Farrelly, p. 25, 2017).