Differentiating Instruction: As Easy As One, Two, Three

Shepherd, Carol; Acosta-Tello, Enid

doi:10.19030/tlc.v12i2.9186

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…Differentiated instruction is an effective strategy to use in inclusive classrooms to meet the needs of all students (Patterson et al, 2009) cited in Cannon (2017). Shepherd and Acosta-Tello (2015) extrapolated the need to customize lessons for students based on their prior knowledge and individual needs. They also described a three-phase lesson comprised of a basic lesson for remedial students, a core lesson for average students, and an enrichment lesson for advanced students.…”

Section: Introductionmentioning

confidence: 99%

Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana

Bariham

2022

SER

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The uptake of virtual learning blended with the traditional instructional pedagogies in Social Studies instruction among senior high school teachers in Ghana is developing rapidly. Grounded on Technology Acceptance Model (TAM), this study was commissioned to interrogate senior high school Social Studies teachers' and students' perceptions of online learning and its impact on their application of technology in teaching and learning. The research was purely quantitative, conducted in the Northern Region of Ghana, adopted a causal-comparative research design and administered a questionnaire to Social Studies teachers (N = 84) and senior high school students (N = 972) randomly sampled for the research. The internal consistency of the items on the questionnaires was validated using the Cronbach alpha formula, from which that of Social Studies teachers yielded α = 0.89 and that of the students yielded α = 0.73 respectively. The data were analyzed employing inferential and descriptive statistics supported by Statistical Package for Social Sciences (SPSS) version 22. The findings discovered that although Social Studies teachers and students had positive perceptions and motivation to use online learning, teachers' integration of technology into teaching and learning was low due to inadequate computers, lack of access to the internet, and limited ICT skills and that teachers' perceptions of online learning have no significant impact on their rate of integration of technology into Social Studies teaching and learning. Based on the findings, the study recommends teacher training, equipping senior high schools with relevant digital tools including the internet, subsidizing laptops for teachers and students, and curriculum reforms that create opportunities for the integration of online learning into teaching.

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Section: Introductionmentioning

confidence: 99%

Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana

Bariham

2022

SER

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“…Many studies emphasize the contribution of critical thinking to educational environments (e.g., (Ikuenobe, 2001;Karabulut, 2012)). Given the benefits of critical thinking, research into critical thinking in the field of education has become more popular in Turkey in recent years (Polat, 2015) but critical thinking among students who need special education like students with hearing loss is little investigated.…”

Section: Introductionmentioning

confidence: 99%

Support Services in Social Studies Courses for Students with Hearing Loss

Akay

2018

Journal of Education and e-Learning Research

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Social Studies courses aimed to promote the development of critical thinking skills in students. This study focused on the problems two students with hearing loss encountered while they are using three strategies: "identifying and using reference sources", "perception of chronology" and "critical reasoning" strategies, which is required for the improvement of the critical skills. Action research method was used. A considerable data were collected through observations, interviews, documents, process products and the research diary. Findings showed that making the content of Social Studies concrete with activities and being a model to students while using strategies fostered the strategies students used. At the end of the study, it was observed that the activities that are supported with rich materials and activities accompanied by active participation contributed to the use of strategies with which at first students faced problems.

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“…Furthermore, the results indicated that students did not gain preliminary knowledge about digital literacy on environmental change topics and also had a low level of understanding due to a lack of prior knowledge about digital literacy. Shepherd & Tello (2015) stated that a material delivered by the teacher will be fully understood by students when they have gained related preliminary knowledge. Therefore, initial knowledge is important for students to understand material concepts.…”

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confidence: 99%

Developing an E-Flipbook on Environmental Change Topics to Develop Students’ Digital Literacy

Rachim

2021

Educ. Sci.

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PENGEMBANGAN E-FLIPBOOK MATERI PERUBAHAN LINGKUNGAN UNTUK MELATIHKAN LITERASI DIGITALAbstractDigital literacy is one of the abilities that students need to master in the 21st century. Therefore, this study aims to produce an e-flipbook of environmental change topics to train digital literacy, which is valid, practical, and effective. As a developmental study, it refers to a 4-D model, without a dissemination phase. The material validity was measured based on the validation by material, educational, and information-technology experts. Furthermore, the e-flipbook practicality was measured based on the practitioners and student responses. Also, the effectiveness was measured according to students' digital literacy based on normalized gain score, and the data were descriptive-quantitatively analyzed. The results showed the developed e-flipbook was declared valid based on the eligibility criteria for design, content, and language. Furthermore, it was stated to be practical according to the responses of practitioners and students with the acquisition of very practical and good categories. The e-flipbook was also declared effective with the acquisition of an average score of increasing digital student literacy by 0.7 in the high category. Therefore, it can be concluded that the e-flipbook on environmental change topic is valid, practical, and effective in learning digital literacy. AbstrakLiterasi digital merupakan salah satu kemampuan yang harus dikuasai peserta didik di abad ke-21. Tujuan penelitian ini adalah menghasilkan e-flipbook materi perubahan lingkungan untuk melatihkan literasi digital kelas X SMA yang layak digunakan, yaitu e-flipbook yang valid, praktis, dan efektif. Penelitian ini merupakan jenis penelitian pengembangan yang mengadaptasi model 4-D namun tahap penyebaran tidak dilakukan. Validitas e-flipbook diukur berdasarkan validasi ahli materi, ahli pendidikan, dan ahli IT. Kepraktisan e-flipbook ditinjau berdasarkan respons praktisi dan respons siswa. Keefektifan e-flipbook diukur berdasarkan tes literasi digital peserta didik berdasarkan gain score ternormalisasi. Data dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukan bahwa e-flipbook yang dikembangkan dinyatakan sangat valid berdasarkan kriteria kelayakan penyajian, isi, dan kebahasaan. E-flipbook yang dikembangkan dinyatakan praktis berdasarkan respons praktisi (guru) dan siswa dengan perolehan kategori sangat praktis dan sangat baik. E-flipbook yang dikembangkan dinyatakan efektif dengan perolehan skor rata-rata peningkatan literasi digital siswa sebesar 0.7 dengan kategori tinggi. Secara keseluruhan e-flipbook materi perubahan lingkungan dinyatakan valid, praktis, dan efektif digunakan dalam pembelajaran untuk melatihkan literasi digital siswa.

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Differentiating Instruction: As Easy As One, Two, Three

Cited by 5 publications

References 1 publication

Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana

Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana

Support Services in Social Studies Courses for Students with Hearing Loss

Developing an E-Flipbook on Environmental Change Topics to Develop Students’ Digital Literacy

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