Differentiated Pedagogy to Address Learner Diversity in Secondary Physical Education

Jarvis, Jane M.; Pill, Shane; Noble, Anna

doi:10.1080/07303084.2017.1356771

Cited by 25 publications

(17 citation statements)

References 11 publications

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“…The results shown by the children in the EG indicate the effectiveness of using a differentiated approach based on the typology of the nervous system. Previously, it was proved that in working with children of any age, a differentiated approach should be used in physical education classes or in sports sections [9][10][11] . The results in the EG significantly improved both in children with weak and strong nervous systems in relation to the CG, not only due to the targeted impact on speed-strength abilities, but also taking into account the strength of the nervous system as a criterion for differentiating children into subgroups when working in the classroom.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of Speed-Power Abilities on the Speed Endurance of Children Aged 13-14 Years with Different Strength of the Nervous System

2021

IJFMT

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The aim is to determine the influence of speed-strength training in children aged 13-14 years on the indicators of speed endurance, taking into account the differentiated load based on the strength of the nervous system of schoolchildren.Research methods: the pedagogical experiment lasted for 3 months in an ordinary school in Russia. The study involved seventh-graders in the number of 40 children aged 13-14 years. Children from the control group were engaged in a standard program of physical education, and children from the experimental group additionally performed speed-strength exercises. In the experimental group, the children performed exercises with different loads depending on the strength of the nervous system, which was determined by the tapping test. Speed-strength abilities were determined by three tests: long jump from a place with a push with two legs, lifting the torso from the supine position, flexion and extension of the arms at the stop while lying on the floor. Speed endurance was determined by the test -«jump over the rope».Results of the study: after the study, the indicators for all tests in schoolchildren of class 7a and 7b increased, but the changes occurred in different ways. In the control group, in children with a strong nervous system, speed-strength indicators improved by 2-3%, and speed-endurance indicators increased by only 8%, and in children with a weak nervous system, speed-strength abilities improved by 2-4%, and speed-endurance indicators became higher by 6%. In children from the experimental group in the subgroup with a strong nervous system, the indicators of speed-strength abilities improved by 13-14%, and the indicators of speed endurance increased by 19%. In children with a weak nervous system, the indicators of speed-strength abilities increased by 11-16%, and the indicators of speed endurance increased by 23%. Conclusion:if you perform a set of exercises for the development of speed-power abilities in physical education classes at school, then the indicators of not only speed-power abilities, but also the indicators of speed endurance will increase. At the same time, the load should be differentiated taking into account the strength of the nervous system of schoolchildren aged 13-14 years.

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Section: Discussionmentioning

confidence: 99%

“…Many authors emphasize the importance of a differentiated approach in working with children of different ages [9][10][11] . One of the most effective and proven by us earlier is the typological criterion for differentiating children into groups.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Speed-Power Abilities on the Speed Endurance of Children Aged 13-14 Years with Different Strength of the Nervous System

2021

IJFMT

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“…Dentre as várias orientações conceptuais que marcaram o desenvolvimento da diferenciação pedagógica (PRUD"HOMME et al, 2016), encontra-se a perspectiva de Tomlinson (2008) Vários estudos indicam que um ensino que responda ao nível de preparação do aluno (capacidades e compreensão sobre um determinado tema), ao seu interesse (curiosidade ou paixão) ou ao seu perfil de aprendizagem (maneira preferida de trabalhar) está associado a resultados mais apropriados à diversidade dos alunos e a um melhor desempenho dos mesmos (e.g., JARVIS et al, 2017;TOMLINSON et al, 2003).…”

Section: Princípios Orientadores Da Diferenciação Pedagógica Inclusivaunclassified

“…A preocupação com o nível de preparação do aluno teve a sua origem no conceito vigotskyano de "zona de desenvolvimento proximal" (CIVITILLO et al, 2016;JARVIS et al, 2017;TOMLINSON et al, 2003) (HOCKETT, 2018;TOMLINSON et al, 2003;TOMLINSON, 2008;IMBEAU, 2010). Os alunos aprendem de maneiras diferentes e aprendem de modo mais eficaz quando as circunstâncias da aprendizagem coincidem com a sua abordagem preferida (HOCKETT, 2018).…”

Section: Quadro 1 -Modelo De Diferenciação Pedagógicaunclassified

“…, advertindo para a questão dos alunos trabalharem em níveis moderados de dificuldade, pois mais facilmente mantêm os esforços para aprender(BRANSFORD, BROWN;COCKING, 2000), sem se sentirem entediados ou enganados, quando as tarefas são demasiado fáceis, ou ansiosos e frustrados, quando as tarefas apresentadas estão muito além das competências existentes(JARVIS et al, 2017). Para abordar efetivamente os níveis de preparação dos alunos, os professores devem questionar-se sobre o grau de correspondência entre o nível atual de conhecimento, compreensão e capacidade do aluno e o que ele é chamado a realizar a cada momento (SOUSA; TOMLINSON, 2018), i.e., o aluno está em que momento específico do seu processo educativo e, de acordo com os objetivos de aprendizagem, em que momento ele deveria estar (HOCKETT, 2018).…”

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A diferenciação pedagógica no contexto da educação inclusiva

Maia¹,

Freire²

2020

Rev. Exitus

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A diferenciação pedagógica é uma abordagem ao ensino em sala de aula que tem sido apontada como relevante na promoção da participação e sucesso de todos os alunos. É, por essa razão, muitas vezes descrita como uma componente essencial das práticas inclusivas. Contudo, apesar das evidências positivas do seu efeito no desempenho dos alunos, quer em termos acadêmicos, quer em termos pessoais, os professores tendem a implementá-la pouco. Uma das razões apontadas para que os professores não desenvolvam frequentemente práticas de diferenciação pedagógica na sala de aula é a falta de clarificação desse conceito, que deu origem a uma representação desalinhada dos princípios da diferenciação pedagógica inclusiva. Assim, torna-se importante esclarecer o que se entende, de fato, por diferenciação pedagógica no contexto da educação inclusiva. Para esse efeito, será apresentado o modelo de diferenciação pedagógica segundo a proposta de Tomlinson (2008), por configurar uma visão mais integrada e explícita da diversidade em sala de aula, como pressupõe a diferenciação pedagógica inclusiva. Simultaneamente, serão apontadas as potencialidades do seu desenvolvimento e algumas barreiras que têm sido identificadas à sua implementação em sala de aula. Espera-se, assim, dar um contributo para uma reflexão sobre as práticas dos professores e equacionar caminhos para a sua eventual mudança. Palavras-chave: Diferenciação Pedagógica. Diversidade. Educação Inclusiva.

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Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Porta,

Todd,

Gaunt

2024

British Educational Res J

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Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers’ perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed.

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Differentiated Pedagogy to Address Learner Diversity in Secondary Physical Education

Cited by 25 publications

References 11 publications

The Influence of Speed-Power Abilities on the Speed Endurance of Children Aged 13-14 Years with Different Strength of the Nervous System

The Influence of Speed-Power Abilities on the Speed Endurance of Children Aged 13-14 Years with Different Strength of the Nervous System

A diferenciação pedagógica no contexto da educação inclusiva

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

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