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https://hdl.handle.net/1959.11/9098
Title: | Differentiation of teaching and learning for diversity in Education for Sustainability | Contributor(s): | Smith, Susen (author); Smith, Raymond John (author) | Publication Date: | 2009 | Handle Link: | https://hdl.handle.net/1959.11/9098 | Abstract: | This chapter outlines how a differentiated curriculum can be used to address student diversity when educating for sustainability. A key feature of this chapter is the provision of effective teaching and learning exemplars, which offer authentic differentiated enrichment opportunities for a diver e range of student learning needs within a variety of educational contexts. Specifically, this chapter aims to: • define diversity in today's educational contexts • describe communities of empathetic enquiry for Education for Sustainability (EfS) • discuss the dynamic nature of differentiating teaching and learning • present examples of effective differentiated teaching and learning within a variety of educational contexts • provide examples of well-known models of differentiated practice on EfS themes • provide some specific authentic EfS enrichment strategies. | Publication Type: | Book Chapter | Source of Publication: | Education for Sustainability in the Primary Curriculum: A Guide for Teachers, p. 57-76 | Publisher: | Palgrave Macmillan | Place of Publication: | South Yarra, Australia | ISBN: | 9781420256277 1420256270 |
Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development | Socio-Economic Objective (SEO) 2008: | 930201 Pedagogy | HERDC Category Description: | B2 Chapter in a Book - Other | Publisher/associated links: | http://trove.nla.gov.au/work/35538577 http://books.google.com.au/books?id=eY_wvJDZoLYC&lpg=PP1&pg=PA57 http://www.palgravemacmillan.com.au/palgrave/newonix/isbn/9781420256277 |
Editor: | Editor(s): Michael Littledyke, Neil Taylor, and Chris Eames |
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Appears in Collections: | Book Chapter |
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