{"id":1318,"date":"2022-04-23T20:17:38","date_gmt":"2022-04-23T20:17:38","guid":{"rendered":"https:\/\/es.bilkent.edu.tr\/?p=1318"},"modified":"2022-04-23T20:20:46","modified_gmt":"2022-04-23T20:20:46","slug":"seminar-differentiated-instruction-in-a-remote-learning-environment-by-scott-courtney-ph-d","status":"publish","type":"post","link":"https:\/\/es.bilkent.edu.tr\/?p=1318","title":{"rendered":"Seminar: Differentiated Instruction in a Remote Learning Environment by Scott Courtney, Ph.D."},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" loading=\"lazy\" width=\"768\" height=\"1024\" src=\"https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar-768x1024.png\" alt=\"\" class=\"wp-image-1319\" srcset=\"https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar-768x1024.png 768w, https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar-225x300.png 225w, https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar-1152x1536.png 1152w, https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar-1536x2048.png 1536w, https:\/\/es.bilkent.edu.tr\/wp-content\/uploads\/2022\/04\/Scott-Courtney-seminar.png 1728w\" sizes=\"(max-width: 768px) 100vw, 768px\" \/><\/figure>\n\n\n\n<p>Abstract: This report examines one teacher\u2019s attempts to differentiate instruction every day, in a dynamic teaching and learning environment. The report is part of a larger study that utilised a network of theories approach, coordinating the documentational approach to didactics (DAD) and Thompson and Harel\u2019s theory of meanings, to examine teachers\u2019 understandings as they engaged in and discussed their attempts to differentiate instruction in remote and hybrid learning environments. Analyses involved building models of teachers\u2019 understandings of differentiated instruction and the resources they utilised to support differentiation and exploring how these models persisted or changed throughout the study. The report\u2019s findings highlight the importance of teachers\u2019 meanings in their attempts to differentiate instruction and the role digital resources play in supporting or hindering such practices. Finally, this report adds to a growing body of research on teacher\u2019s work with and on digital resources as a means to support differentiated instruction, particularly as remote and hybrid teaching and learning continues throughout the U.S. and across the globe.<\/p>\n\n\n\n<p>About the speaker: Dr. Scott Courtney is a Mathematics Education Associate Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University in the United States. He has directed multiple state-funded mathematics and science partnership projects. His research interests include teachers\u2019 conceptions of mathematics and statistics in grades 6\u201314, instructional engagements propitious for student development of intended ideas and ways of thinking, and teachers\u2019 conceptions and ways of thinking that support or constrain their capacity to transform their cognitions with cognitive structures that are more conceptually oriented. In addition, Dr. Courtney\u2019s research explores teachers\u2019 and their students\u2019 experiences with digital\/ICT-based resources, with a particular focus on developing and investigating synchronous online workshops and courses for mathematics teachers. Finally, his current research has focused on the formation of cross-district teacher collectives, involving mathematics teachers and math interventionists, throughout the state of Ohio (in the United States).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Abstract: This report examines one teacher\u2019s attempts to differentiate instruction every day, in a dynamic teaching and learning environment. The report is part of a larger study that utilised a network of theories approach, coordinating the documentational approach to didactics (DAD) and Thompson and Harel\u2019s theory of meanings, to examine [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1319,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[3],"tags":[],"_links":{"self":[{"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/1318"}],"collection":[{"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1318"}],"version-history":[{"count":4,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/1318\/revisions"}],"predecessor-version":[{"id":1333,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/1318\/revisions\/1333"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/media\/1319"}],"wp:attachment":[{"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1318"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1318"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/es.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1318"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}