Teacher Educators’ Perspectives and Experiences towards Differentiated Instruction

Ginja, Tamirat Gibon; Chen, Xiaoduan

doi:10.29333/iji.2020.13448a

Cited by 53 publications

(59 citation statements)

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“…Material may be adapted for learners who need more training with key aspects before progressing onwards; nevertheless, it is expected that changes in other factors will ultimately enable all learners to practice the same essential elements. It is critical to understand that differentiated instruction is an educational approach, not just a combination of strategies or tasks (Ginja & Chen, 2020). Effective differentiation necessitates the appropriate evaluation of students' requirements and careful consideration to designing an instructional strategy to achieve those goals.…”

Section: Practices In Differentiation For Foreign Language Learningmentioning

confidence: 99%

Differentiation in Heterogeneous Foreign Language Classes

Margevica-Grinberga

Rektina

2022

SIE

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The article covers the issue of how to teach foreign languages most effectively in heterogeneous classes. Such classes have occurred in most schools and classrooms in recent years. There is an exploration of the latest pedagogical literature and research of the developments and practices in differentiation for mixed classes reviewed in the article. In addition to the theoretical analysis of the literature, practical recommendations from meta-analysis studies and pedagogical specialists are provided. The practical suggestions cover the subsequent steps (e.g., pre-assessment of the students, diversity of the content in the classroom, different learning methods, differentiating of learning outcomes, etc.), that should be implemented in heterogeneous class groups in order to maximize the effectiveness of learning of a foreign language, but the practical approach will be reviewed more widely on the further articles. The article also covers research-based information about the barriers in foreign language teaching to find the solution to the addressed issues. As the respective barriers, the following are named – lack of specific teacher education regarding the mentioned matters and lack of implementing the particular methods in mixed ability groups.

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Section: Practices In Differentiation For Foreign Language Learningmentioning

confidence: 99%

Differentiation in Heterogeneous Foreign Language Classes

Margevica-Grinberga

Rektina

2022

SIE

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“…The practice of AfL requires teachers to use their adaptive expertise, requiring teachers to strategically adjust their assessment practices depending on students' learning needs, characteristics, support needed and sociocultural background (Allen et al, 2013;Loughland & Alonzo, 2019) to develop and implement differentiated assessment activities. Differentiation in assessment, 'an educational structure that seeks to address differences among students by providing flexibility in the levels of knowledge acquisition, skills development and types of assessment items undertaken by students' (Varsavsky & Rayner, 2013, p. 790), is effective in raising student outcomes (Ginja & Chen, 2020;Magableh & Abdullah, 2020). This adaptive expertise in assessment was implied in Hattie's categorisation of expert teachers as those who are "more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much [more] relevant, useful feedback" (2003, p.7).…”

Section: Literature Reviewmentioning

confidence: 99%

Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels

Alonzo¹,

Loughland²

2022

INT J INSTRUCTION

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“…Sifat ini perlu diubah oleh pendidik dan mengembangkan dalam dirinya kepribadian yang suka memperhatikan orang lain dan peserta didiknya (Bas & Tabancali, 2020). Pribadi yang pemerhati pasti disenangi oleh peserta didiknya dan kegiatan pembelajaran yang diselenggarakannya (Ginja, 2020). Juga perhatian yang tulus dan jujur (Suyatno et al, 2019), membawa dampak positif yang sangat besar terhadap motivasi belajar peserta didik (Idris et al, 2018).…”

Section: Pendahuluanunclassified

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Lase¹,

Zega²

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Penelitian ini bertujuan untuk mengungkap, mengkaji lebih dalam apa adanya, secara spesifik dan urut mengenai kualitas sikap kepribadian guru dalam mendidik peserta didik. menggunakan metode deskriptif bersifat kuantitatif-kualitatif. Pengumpulan data dengan teknik skala likert menggunakan kuesioner, dan instrumen berupa angket tertutup yang dikembangkan berdasarkan pokok-pokok penelitian. Instrumen ini disebar secara acak dari populasi guru-guru PAUD di kota Gunungsitoli sebagai responden dan sumber data penelitian. Data dianalisis secara kuantitatif, dan selanjutnya hasilnya akan dideskripsikan secara kualitatif. Hasil penelitian mengungkap bahwa kualitas sikap kepribadian guru berada pada kategori kurang dan sikap kepribadin ini berdampak besar terhadap motivasi belajar peserta didik, baik secara positif maupun negatif. Direkomendasikan kepada para pendidik agar mengembangkan kualitas sikap kepribadian yang baik

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Teacher Educators’ Perspectives and Experiences towards Differentiated Instruction

Cited by 53 publications

References 0 publications

Differentiation in Heterogeneous Foreign Language Classes

Differentiation in Heterogeneous Foreign Language Classes

Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

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