Review of So all can learn: A practical guide to differentiation

Roberts, Kelly Morris

doi:10.14507/er.v26.2431

Cited by 2 publications

(2 citation statements)

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“…With differentiated learning in the foreign language classroom, we offer the opportunity for students' individual needs to lead to a meaningful and successful learning process (Naka, 2017;Heacox, 2012Heacox, , 2002Subban, 2006). Sougari and Mavroudi (2019) proposed some strategies by the relevant bibliography (McCarthy 2017;Huebner 2010;Βαστάκη 2010;Dooley 2009) for maximizing learning outcomes for all students. For example, it is mentioned that "flexible grouping is an important differentiated strategy, as working with different classmates on various tasks enables learners to become aware of their individual strengths and weaknesses, to benefit from their classmates' talents, as well as to improve their social skills".…”

Section: Differentiated Teaching In Foreign Languagesmentioning

confidence: 99%

Differentiated Learning and Proposed Strategies for Teaching a Foreign Language

Tyrou¹,

Mylonas²

2023

BJMAS

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In the classrooms coexist children who have different reflecting intercultural and cultural heterogeneity, with different backgrounds and family expectations, spiritual or educational level, but also changing foci of interest. Heterogeneity affects the degree of readiness of students and the way in which the teacher will differentiate their educational approach. Therefore, the teacher is called upon to adopt differentiated methodological approaches and strategies to ensure a learning environment with equal access of children to foreign language education. This paper suggests differentiated teaching strategies for material enrichment, active and enjoyable participation of all students and immediate feedback.

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Section: Differentiated Teaching In Foreign Languagesmentioning

confidence: 99%

Differentiated Learning and Proposed Strategies for Teaching a Foreign Language

Tyrou¹,

Mylonas²

2023

BJMAS

View full text Add to dashboard Cite

show abstract

“…The idea of gaining knowledge online has delivered new possibilities for behavior and evaluation through the use of the virtual platform and adapting the constructivist technique through social interaction, discussion, collaboration, peer remarks, and more. (McCarthy, 2017) said that beneficial remarks from instructors create the rules for gaining knowledge of autonomy and an excessive fulfillment framework, which could enhance gaining knowledge of the improvement of instructors' online knowledge of pedagogical capabilities might be taken into consideration for consideration. An evaluative study on instructors' expert improvement programs to decide the merit, value, or really wellworth of online learning is likewise recommended.…”

Section: Pedagogical Readinessmentioning

confidence: 99%

Evaluation of the Flipped Classroom Set-Up for Face-to-Face Classes of the Department of Industrial Engineering, Ctu-Argao, Cebu Philippines

R. Felices,

A. Grancapal,

C. Mascardo

et al. 2023

Edu.Lrng.Dvp.Ntn

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The COVID-19 pandemic has necessitated changes in higher education, leading to the adoption of more adaptable, effective, and student-centered educational methods. The flipped classroom, which involves moving information transmission online and utilizing face-to-face class time for active learning, has gained popularity in this context. This study evaluates the readiness of the flipped classroom set-up for face-to-face classes at the Department of Industrial Engineering, CTU-Argao, Cebu, Philippines, as a prevention measure against the spread of the COVID-19 virus. A modified survey questionnaire from the study of Youhasan, P. et la., (2021) was adopted and used in the study. The 20-item questionnaire assessed personal readiness, technological readiness, environmental readiness, pedagogical readiness and a checklist was used to evaluate classroom facilities. The analysis of the survey results was conducted using quantitative statistics. The study found that the flipped classroom model has a high possibility of being implemented based on respondents’ positive perception of its technological readiness. Respondents expressed willingness and interest in engaging and developing their skills in this setup. However, concerns were identified in terms of environmental readiness, particularly with access to computers and high-speed internet. Pedagogical readiness was also observed, with respondents showing capability to adapt to sudden changes from online classes to flipped classroom setups. The study also highlighted compliance with health protocols in accordance with CHED-DOH Joint Memorandum Circular No. 2021-001. The paper suggests that flipped classrooms can be considered as an alternative or viable solution to the challenges posed by COVID-19, and provides guidance for implementation in an industrial engineering course.

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Review of So all can learn: A practical guide to differentiation

Abstract: The views or opinions presented in book reviews are solely those of the author(s) and do not necessarily represent those of Education Review.

Cited by 2 publications

References 0 publications

Differentiated Learning and Proposed Strategies for Teaching a Foreign Language

Differentiated Learning and Proposed Strategies for Teaching a Foreign Language

Evaluation of the Flipped Classroom Set-Up for Face-to-Face Classes of the Department of Industrial Engineering, Ctu-Argao, Cebu Philippines

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