scholarly journals Effectiveness of Differentiated Instruction in Higher Education

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Ianina Gobiberia ◽  
Keyword(s):  
Higher Education ◽  
Differentiated Instruction ◽  
Learning Style ◽  
Continuous Development ◽  
Teaching Activities ◽  
Differentiation Theory ◽  
Mixed Use ◽  
Individual Ability ◽  
Differentiated Learning ◽  
Instruction Strategies

The main purpose of differentiated learning is to provide opportunities for continuous development to any learner and relies on the existence of significant differences between learners. Teaching environment and instruction strategies created according to readiness, learning style, age and interests increase the learner’s motivation, involvement, the degree of achievement of the result, which lies in the formation of knowledge, skills and attitudes according to individual ability. The differentiation theory is employed in two different formats, the first based on teaching activities designed to take into account all learners’ modalities, when the student achieves maximum understanding of the issue with the activity corresponding to his/her dominant modality, and the second format is designed to form groups according to the learning modality and to select appropriate assignments for them; the weakness of the latter is the recognition of the student’s modality by the teacher. According to studies, the desired result is given by the mixed use of both formats.

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 Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

Industrial collaboration in the UK non-university sector

1987 ◽  
Vol 1 (2) ◽  
pp. 109-116
Author(s):  
J.A. Wylie ◽  
A. Young
Keyword(s):  
Higher Education ◽  
Teaching Activities ◽  
The Uk ◽  
Industrial Collaboration

Industrial liaison activities by non-university HEIs are of value for their input to teaching and also in their own right. This article outlines the organization of non-university higher education in the UK, examines the sort of industrial liaison activities they should undertake and discusses the balance that should be maintained between teaching and non-teaching activities.

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 Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Anucha Somabut ◽  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Success Factors ◽  
Teaching Method ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Technology And Learning ◽  
Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals INTERDISCIPLINARITY AND GLOBAL COLLABORATION IN BIOMEDICAL ENGINEERING AND INFORMATICS TEACHING

2018 ◽  
Vol 4 (3) ◽  
pp. 486-508
Author(s):  
Bianca Vienni ◽  
Franco Simini
Keyword(s):  
Higher Education ◽  
Medical Informatics ◽  
Biomedical Engineering ◽  
New Technologies ◽  
Global Collaboration ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Higher Education Teaching

This paper takes the Núcleo of Ingeniería Biomédica (NIB) from the Universidad de la República (Uruguay) as an example of how interdisciplinarity and global collaboration can be achieved in Higher Education teaching activities with a focus on Biomedical Engineering and Medical Informatics. We have recorded and analyzed using a qualitative strategy its practices in different teaching formats to interpret the best pedagogical strategies in the combination of interdisciplinarity and distant collaboration when using new technologies of communication.   KEYWORDS: Biomedical Engineering; Interdisciplinarity; University; Uruguay.

scholarly journals Content of Pocess of Self- Education of Students as a Pedagogical Problem

2013 ◽  
pp. 270-272
Author(s):  
N. M. Romanenko
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Soviet Period ◽  
Institutions Of Higher Education ◽  
Teaching Activities ◽  
Information And Communication ◽  
Methodological Problems ◽  
Education Of Students ◽  
Post Soviet Period

The article considers methodological problems of the content of process of self-education of students as a pedagogical problem showing the specifics of teaching activities in institutions of higher education. The author analyzes the category "selfeducation of students" is analyzed in the works of different authors of the Soviet and post-Soviet period and stresses the peculiarities of students self-education with reference to their age and stage of learning in the higher school. The article stresses the significance of information and communication technologies (ICT) in the course of building self-educational skills of university students.

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>

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