The 5-Dimensional Model: A Finnish Approach to Differentiation

Roiha, Anssi; Polso, Jerker

doi:10.1007/978-3-030-74981-1_12

Cited by 13 publications

(37 citation statements)

References 16 publications

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“…2021). Suomalaisessa opetusdiskurssissa puhutaankin yleisesti ylöspäin ja alaspäin eriyttämisestä (Roiha & Polso 2018). Yllä esiteltyjen määritelmien valossa LOPSin (2019) voidaan nähdä nojautuvan jokseenkin suppeaan eriyttämiskäsitykseen: eriyttäminen muun muassa rinnastetaan tukiopetukseen, joka laajan määritelmän mukaan on vain yksi eriyttämiskeino (Roiha & Polso 2021b).…”

Section: Mitä On Eriyttäminen?unclassified

“…Näin ollen hänen tutkimuksestaan ei käy selväksi, mitä opetuksen osa-aluetta eriyttäminen koskee. Erityisesti kieltenopetuksen kentällä eriyttäminen on ylipäätään varsin tutkimaton aihe (Roiha & Polso 2021a;Yavuz 2020). Sen sijaan opinnäytetöiden aiheena eriyttäminen on erittäin yleinen ja suosittu (esim.…”

Section: Eriyttävä Arviointiunclassified

“…Harvemmin käytettyjä menetelmiä olivat sen sijaan avoin koe jakson päätteeksi, portfolio, oppimiskeskustelu sekä projekti; näiden kaikkien ajatellaan olevan hyviä eriyttävän arvioinnin menetelmiä (esim. Roiha & Polso 2018;Tomlinson 2014).…”

Section: Vieraiden Kielten Opettajien Yleiset Arviointikäytänteetunclassified

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Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista

Roiha

Nieminen

Mäntylä³

2023

AFinLA

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This study explores the perceptions and practices of upper secondary school language teachers on differentiated assessment. The data were collected through a closed and open-ended questionnaire (n=48) and individual interviews with four teachers. The results show that the teachers used a variety of assessment methods, with a predominant emphasis on formative assessment. Although the teachers mentioned many differentiated assessment methods, they did not generally differentiate their assessments to a large extent. The teachers also focused mostly on low-achieving students and neglected adversely gifted students. The teachers seemed to follow the practice of having all students demonstrate their learning in the same way and at the same time. Class size was seen as the main barrier to more thorough differentiation. The results of this study suggest that differentiation should be better integrated into assessment and that both pre- and in-service teachers would benefit from training focusing on differentiated assessment.

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Section: Mitä On Eriyttäminen?unclassified

Section: Eriyttävä Arviointiunclassified

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Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista

Roiha

Nieminen

Mäntylä³

2023

AFinLA

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“…Similarly, there is a reactive response differentiation approach where individual students are recognized based on their background knowledge, language, and interests and are responded to accordingly [5]. In addition, the authors of [6] created a five-dimensional differentiation framework, i.e., teaching arrangements, learning environment, teaching methods, support materials, and assessment. Students' other capabilities include their verbal abilities, family environment, social skills, and extra co-curricular activities [7].…”

Section: Introductionmentioning

confidence: 99%

ILS Validity Analysis for Secondary Grade through Factor Analysis and Internal Consistency Reliability

et al. 2022

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In differentiated learning, the teacher needs to be aware of the learning styles of students in the classroom to accommodate specific learning preferences, e.g., the Felder–Silverman learning style model. The corresponding instrument, i.e., the Felder–Silverman Index of Learning Style (ILS), was designed to assess learning styles, specifically for engineering students. The ILS has been tested at the middle school level to identify the learning styles; however, validity/reliability had not been established in earlier studies with large samples. The focus of this study was to identify the validity and reliability of an ILS instrument for middle school students (N=450) by investigating the factor structure through factor analysis. This includes internal consistency reliability and constructing validity report of the ILS. An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure to establish validity. As a result of the study, the reliability of the instrument was established. Five-factors emerged through exploratory factor analysis (EFA), which were subjected to confirmatory factor analysis (CFA). The outcome provided five-factors (i.e., Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Residual (SRMR), and Goodness of Fit (GFI)), out of which four factors were related to the four dimensions of the Felder–Silverman model, and the fifth factor was related to the association of sensing/intuitive and sequential/global dimensions of the model, which is in agreement with the theoretical construct of ILS. As a result of CFA, ILS entailing 24 items indicates a good fit with five-factor structure. CFI=0.922;TLI=0.927; RMSEA=0.026; SRMR=0.585;GFI=0.911;X2=277;df=42;p=0.60. This study suggests that the ILS for the secondary-grade students needs to be revised with fewer items to improve the reliability, as supported by empirical evidence through the EFA and CFA.

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“…Pembelajaran yang mampu memfasilitasi berbagai kemampuan siswa baik dari segi konten dan proses, serta gaya belajar siswa disebut pembelajaran berdiferensiasi, pembelajaran ini diterapkan dalam kurikulum Merdeka saat ini (Weselby, 2021). Diferensiasi secara luas didefinisikan oleh (Tomlinson, 2000) sebagai "pembelajaran yang diatur untuk memenuhi kebutuhan individu", tetapi dalam literatur banyak definisi ditemukan, baik yang luas maupun yang lebih sempit (Roiha & Polso, 2021). Memberikan pengajaran di kelas yang berbeda, yaitu penyesuaian strategi kelas dengan minat dan kebutuhan belajar siswa yang berbeda sehingga semua siswa mengalami tantangan, keberhasilan, dan kepuasan, adalah salah satu jenis diferensiasi yang memungkinkan untuk menanggapi keragaman minat dan kebutuhan siswa ini, yang mutlak penting dalam pendidikan (George, 2005).…”

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Peningkatan Kualitas Pembelajaran Guru Melalui Workshop Dan Pendampingan Pembelajaran Berdiferensiasi

Mastuti¹,

Abdillah²,

Rumodar³

2022

JMM

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Abstrak: Masalah yang sering terjadi dalam sekolah adalah kualitas pembelajaran guru. Kualitas pembelajaran guru yang sering terjadi berkaitan dengan lemahnya strategi guru dalam menyajikan materi pelajaran yang memperhatikan kemampuan dan bakat siswa. Tujuan pengabdian kepada masyarakat ini adalah mendampingi sekolah untuk membuat RPP dan melaksanakan pembelajaran berdiferensiasi guna meningkatkan kualitas pembelajaran. Metode yang dilaksanakan dengan memberikan workshop penyusunan RPP berdiferensiasi dan melakukan pendampingan terhadap praktik pembelajaran guru pasca workshop. Hasil menunjukkan bahwa setiap peserta telah mampu membuat RPP berdiferensiasi dengan baik dan dapat mempraktikkan pembelajaran yang berpihak pada peserta didik. Hal ini dibuktikan dengan hasil angket pemahaman guru sebelum dan sesudah workshop. Selain itu pemahaman peserta juga diukur berdasarkan umpan balik peserta workshop per mata pelajaran. Dalam melihat dampak implementasi pembelajaran berdiferensiasi dalam praktik mengajar, maka perlu mengetahui respon siswa. Hasil angket yang diberikan kepada siswa menunjukkan 92% siswa memberikan respon yang menyenangkan terhadap pembelajaran guru setelah praktik.Abstract: The problem that often occurs in schools is the quality of teacher learning. The quality of teacher learning that often occurs is related to the weakness of the teacher's strategy in presenting subject matter that pays attention to the abilities and talents of students. The purpose of this community service is to assist schools in making lesson plans and implementing differentiated learning to improve the quality of learning. The method is carried out by providing workshops on preparing differentiated lesson plans and assisting teacher learning practices after the workshop. The results show that each participant has been able to make well-differentiated lesson plans and can practice pro-student learning. This is evidenced by the teacher's understanding of questionnaire results before and after the workshop. In addition, participants' understanding was also measured based on workshop participants' feedback per subject. In looking at the impact of implementing differentiated learning in teaching practice, it is necessary to know the students' responses. The questionnaire results showed that 92% of students responded pleasantly to the teacher's learning after the practice.

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The 5-Dimensional Model: A Finnish Approach to Differentiation

Cited by 13 publications

References 16 publications

Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista

Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista

ILS Validity Analysis for Secondary Grade through Factor Analysis and Internal Consistency Reliability

Peningkatan Kualitas Pembelajaran Guru Melalui Workshop Dan Pendampingan Pembelajaran Berdiferensiasi

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