Open AccessImplementing Differentiated Instruction into the Physical Education Classroom
Author(s) -
Amanda Kaldor,
Joe Deutsch
Publication year - 2013
Publication title -
asian journal of physical education and recreation
Language(s) - English
Resource type - Journals
ISSN - 2075-4604
DOI - 10.24112/ajper.191838
Subject(s) - mathematics education , curriculum , physical education , differentiated instruction , individualized instruction , teaching method , computer science , pedagogy , psychology
Throw out the ball and blow the whistle, it’s easy to do. Use curriculum by following it step by step and not differ from a single lesson. These are common practices done by physical education teachers every day. It’s easy to continue to teach in the same way, with the same assessments, and not consider where students are at in their learning or how they learn best. In today’s classroom or gymnasium it is very difficult for students to reach their full potential while teaching in this traditional manner. Haager and Klinger (2005) suggest that “a major drawback of traditional instruction is that many teachers teach to the middle, which means the needs of a growing number of students will go unmet” (p. 19). One potential solution to this problem is differentiated instruction. (Abstract taken from first part of Introduction)