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.
| Original language | English |
|---|---|
| Title of host publication | Education for Sustainability in the Primary Curriculum: A Guide for Teachers |
| Editors | Michael Littledyke, Neil Taylor, Chris Eames |
| Place of Publication | South Yarra, Australia |
| Publisher | Palgrave Macmillan |
| Pages | 57-76 |
| Edition | 1 |
| ISBN (Print) | 9781420256277, 1420256270 |
| Publication status | Published - 2009 |
Keywords
- Curriculum and Pedagogy Theory and Development
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