scholarly journals Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

2021 ◽  
Author(s):  
◽  
Michèle Orban
Keyword(s):  
Learning Styles ◽  
Differentiated Instruction ◽  
Teaching Methods ◽  
Methodological Approach ◽  
Learning Preferences ◽  
Modern World ◽  
Ability Group ◽  
Sensory Channel ◽  
Readiness To Learn ◽  
Differentiated Learning

<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

scholarly journals Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

2021 ◽  
Author(s):  
◽  
Michèle Orban
Keyword(s):  
Learning Styles ◽  
Differentiated Instruction ◽  
Teaching Methods ◽  
Methodological Approach ◽  
Learning Preferences ◽  
Modern World ◽  
Ability Group ◽  
Sensory Channel ◽  
Readiness To Learn ◽  
Differentiated Learning

<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

DIFFERENTIATED LEARNING FOR STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE SCHOOLS (Teacher's Perception of Students Learning Profile)

2019 ◽  
Author(s):  
Marlina ◽  
Elsa Efrina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Learning Style ◽  
Learning Preferences ◽  
Learning Climate ◽  
Academic Needs ◽  
Students With Special Needs ◽  
Learner Readiness ◽  
Inclusive Schools ◽  
Differentiated Learning

Differentiated instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in multiple intelligence, learning style, and theories of socio-cultural. The research aims to examine how teachers understand and perceive the influence of differentiation on instructional practices. This qualitative research aims to explore the perceptions of a teacher in implementing differentiated learning in students with special need in inclusive schools. The study interviewed 32 teachers (included senior, junior, and primary school) using observation and interview questions to promote conversational dialogue. The interview questions afforded teachers opportunities to share their thoughts, feelings, and experiences pertaining of differentiated instruction about students learning profiles. Data analysis revealed the following aspects: 1) the learning that provides opportunities for students to learn naturally and efficiently, 2) the learning that provides opportunities for students to work independently and in groups, 3) providing a conducive learning climate with various learning preferences. The study found that the teacher has not yet understood and taught students based on student learning profiles. Consequently, the research results form the basis for developing a differentiated learning model for a student with special needs in inclusive classes. This study supports training for regular teachers and special educators specifically about the application of differentiated learning.

scholarly journals INTEGRATED PHILOSOPHICAL AND METHODOLOGICAL APPROACH IN THE FORMATION OF A PROFESSIONAL WORLD VIEW OF AN ASSISTANT TEACHER OF AN INCLUSIVE CLASS

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Kateryna Kuterzhynska ◽  
◽  
Ihor Shpachynsky ◽  
Keyword(s):  
Inclusive Education ◽  
Teaching Methods ◽  
Professional Training ◽  
New Technologies ◽  
World View ◽  
Methodological Approach ◽  
Educational Institution ◽  
Philosophy Of Education ◽  
Modern World ◽  
Philosophical Foundations

In the context of inclusive education, the requirements for the personal and professional qualities of a teacher of special and inclusive education are constantly growing, therefore, the "philosophy of education" is of particular importance as a methodology of the process of education and training and a leading factor in personality development. A modern special teacher is a highly qualified specialist who is able to develop, implement and creatively implement new technologies and teaching methods that ensure the progressive development of each student, his emotional comfort, in order to achieve the ultimate goal of the concept of modern philosophy of education – the formation of a comprehensively harmoniously developed personality. The life credo of the modern world is the expression “Modern Problems Require Modern Solutions”, which has spread widely on social networks and has integrated into all areas of human activity. Its relevance in the context of the philosophy of education as the leading branch of professional training of scientific and pedagogical personnel lies in solving the main tasks of the New Ukrainian School by introducing innovative teaching methods. We reveal our pedagogical vision of existing philosophical methods, modifying them to the conditions of an inclusive educational space. The methodological reference point for the modernization of the education system is the "philosophy of education". It includes in its field of reflection completely new questions caused by the needs of humanity. The integration of special children into the conditions of a general educational institution is due to the reform of the educational system of Ukraine and requires modernization of methods, techniques, means and approaches to training specialists in the direction of special and correctional education. Despite the available scientific works of modern Ukrainian researchers devoted to the problems of inclusive education and the philosophical foundations of special education, the problem of professional training of future teachers' assistants in the context of the philosophy of education, which plays a leading role in the formation of a new image of a correctional teacher (teacher assistant), remains relevant. The article presents the author's aspects of the philosophical and methodological approach and active means of training future assistants of an inclusive class teacher, outlined the ways of their implementation in the pedagogical process.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

2017 ◽  
Vol 12 (03) ◽  
pp. 197 ◽  
Author(s):  
Jihane Sophia Tahiri ◽  
Samir Bennani ◽  
Mohamed Khalidi Idrissi
Keyword(s):  
Differentiated Instruction ◽  
Success Rate ◽  
Learning Outcomes ◽  
Deep Understanding ◽  
Theoretical Framework ◽  
Learning Practices ◽  
Key Concepts ◽  
Learning Paths ◽  
Differentiated Learning

Diversifying learning practices and situations helps learners to better regulate their learning with deep understanding, which improves learning outcomes. Accordingly, this paper presents our vision of a differentiation system of learning paths within MOOC. Promising beginning point for this vision would be to determine new factors that directly affect the success rate. Then, we introduce the theoretical framework of differentiated instruction, which represents the key component of the proposed system. Finally, we implement some key concepts in differentiation and some techniques for assigning learners into groups in order to differentiate learning paths. The main purpose of the proposed contribution is to optimize learning situations of each learner according to his needs. As a result reducing the proportion of learners in a situation of failure and thereby improving the success rate.

scholarly journals Learning Disabilities of Legal Trainees- Pre-Admission Tests and Students’ Performance- Case Study of ZCAS University

2021 ◽  
Vol 11 (2) ◽  
pp. 84
Author(s):  
Douglas Rolls ◽  
Kwesi Atta Sakyi ◽  
Geoffrey K. Mweshi
Keyword(s):  
Learning Disabilities ◽  
Learning Styles ◽  
Methodological Approach ◽  
Poor Performance ◽  
Well Being ◽  
Social Emotional ◽  
Interactive Instruction ◽  
Admission Tests ◽  
Underlying Causes ◽  
The University

Even though students with eidetic or photographic memories are naturally found in universities, it is not necessary that all the students be of the same super endowment. However, in the university setting, we need students who have stability in all faculties so that the learning process is maximised through constructive and interactive instruction. Issues in education can neither be divorced from the fact-value dichotomy nor from the nature-nurture imperatives that affect and determine educational outcomes. In this regard, neither can some issues escape some element of subjectivity nor others be strictly measured and assessed by scientific strictures. The objective of this paper is to examine some of the learning disabilities among our law students at ZCAS University, and how these affect their academic performance. We settled on this topic after noting that some of our students do not perform well because of many learning disabilities which could be hidden from our view and which should have been diagnosed during the pre-admission period; and also diagnosed through pre-admission tests. Our objective was to establish some of the underlying causes of their poor performance during tests and final year examinations. In this paper, we theoretically explore learning disabilities related to mental, physical, social, emotional, and spiritual aspects of the well-being of our students. The research took the form of administering questionnaires to the relevant students through purposive sampling. With regard to the methodological approach, we adopted an exploratory approach by using descriptive, quantitative and analytical qualitative methods such as content and thematic analysis. We found out that some students came to the university not because they had academic strength and aptitude in the field of law but because they could afford to pay for the programme. We also found out that some of the students admitted to the university had poor learning styles and habits such as spending too much time online with friends. Furthermore, it came to light that some lecturers did not deliver lectures to suit the learning styles and preferences of students. Our findings were not conclusive enough as similar tests have to be carried out in future in different places to validate and corroborate our findings.

scholarly journals A Comparison of Learning Styles Among Seven Health Professions: Implications for Optometric Education

2003 ◽  
Author(s):  
Patrick Hardigan ◽  
Stanley Cohen
Keyword(s):  
Learning Styles ◽  
Student Retention ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Null Hypothesis ◽  
Descriptive Study ◽  
Osteopathic Medicine ◽  
Occupational Therapy Students ◽  
Optometric Education ◽  
Exclusive Focus

Educational research and development efforts are most often directed at the improvement of teaching while neglecting students’ learning styles. Besides being marginally effective, an exclusive focus on improving teaching methods may lead to reinforcement of inappropriate and nontransferable learning strategies. As such, this study is being undertaken to determine if differences in personality style exist among health profession students. This retrospective-descriptive study tested the null hypothesis “there is no difference in personality traits between osteopathic medicine, pharmacy, physical therapy, physician assistant, dental medicine, optometry and occupational therapy students.” Differences as well as similarities were discovered across all seven professions. Implications for instruction, student retention and practice are provided.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

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