Personalizing classroom instruction to account for motivational and developmental differences

Abstract

An orientation to teaching is outlined that stresses the necessity of matching both motivation and capabilities. This model encompasses both regular instruction and remediation. The approach begins with an emphasis on improving regular instruction by enhancing the ability of teachers to personalize instruction. For students found to need additional assistance, remediation is introduced and pursued using a hierarchical framework. The emphasis at all times is on use of the least intervention needed and maintaining a focus on motivation as a primary consideration. © 1999 Taylor & Francis Group, LLC. All rights reserved.