ABSTRACT
Cognitive levels matching refers to a teacher’s ability to use formal and informal means of assessing the cognitive levels of students and to adapt instruction according to student needs. This ability is contingent upon the teacher acquiring a “developmental perspective.” The methods for acquiring this perspective suggest a fundamental change in the way the teacher thinks about instruction. The renewed emphasis on cognitive levels matching is the result of current interest in neurobiological research, particularly that of Epstein. Although cognitive levels matching (CLM) cannot directly test his hypotheses, the emphasis of CLM has become an emphasis on strategies to assist teachers to teach from a developmental point-of-view. Four informal strategies are described which can assist teachers to teach “from the child’s point-of-view and thus to begin the process of matching.”
