Differentiated instructions in statics learning

Research output: Contribution to journalArticle

Abstract

This paper presents the first time implementation of DI in an engineering sophomore Statics class, along with qualitative feedback obtained from informal student survey and anecdotal observations. Several academically advanced students have really liked the approach and find that it meets their individual needs, while addressing the instructional needs of their fellow classmates whose wants in a classroom are slightly different. The paper discusses the planning and implementation process involved using examples, which the author hopes will assist other instructors in DI adoption as a means of addressing the needs of a varied student population in any given classroom.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 2007

Fingerprint

Students
Feedback
Planning

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

@article{02b33c9e06324475be417ab6039f1a3a,
title = "Differentiated instructions in statics learning",
abstract = "This paper presents the first time implementation of DI in an engineering sophomore Statics class, along with qualitative feedback obtained from informal student survey and anecdotal observations. Several academically advanced students have really liked the approach and find that it meets their individual needs, while addressing the instructional needs of their fellow classmates whose wants in a classroom are slightly different. The paper discusses the planning and implementation process involved using examples, which the author hopes will assist other instructors in DI adoption as a means of addressing the needs of a varied student population in any given classroom.",
author = "Rungun Nathan",
year = "2007",
language = "English (US)",
journal = "ASEE Annual Conference and Exposition, Conference Proceedings",
issn = "2153-5965",

}

TY - JOUR

T1 - Differentiated instructions in statics learning

AU - Nathan, Rungun

PY - 2007

Y1 - 2007

N2 - This paper presents the first time implementation of DI in an engineering sophomore Statics class, along with qualitative feedback obtained from informal student survey and anecdotal observations. Several academically advanced students have really liked the approach and find that it meets their individual needs, while addressing the instructional needs of their fellow classmates whose wants in a classroom are slightly different. The paper discusses the planning and implementation process involved using examples, which the author hopes will assist other instructors in DI adoption as a means of addressing the needs of a varied student population in any given classroom.

AB - This paper presents the first time implementation of DI in an engineering sophomore Statics class, along with qualitative feedback obtained from informal student survey and anecdotal observations. Several academically advanced students have really liked the approach and find that it meets their individual needs, while addressing the instructional needs of their fellow classmates whose wants in a classroom are slightly different. The paper discusses the planning and implementation process involved using examples, which the author hopes will assist other instructors in DI adoption as a means of addressing the needs of a varied student population in any given classroom.

UR - http://www.scopus.com/inward/record.url?scp=85029081810&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85029081810&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85029081810

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

ER -