Informatologia, Vol. 45 No. 1, 2012.
Review article
INDIVIDUALIZATION AND DIFFERENTATION AS A MODEL OF NEW COMMUNICATION IN THE LEARNING PROCESS
Nina Stropnik Kunič
; Elementary School Louis Adamič, Grosuplje, Slovenia
Abstract
Nowadays teaching process is more and more student-centred. Teachers, however, are well aware that a classroom is not a homogeneous unit of individuals. In fact, it is composed of students who differ in their foreknowledge, expectations, learning styles and learning tempo. Moreover, they have different cognitive capacities, different motivation and different social background with higher or lower degree of encouragement. Nevertheless, they all strive toward a common learning and educational goal, with precisely determined learning standards, the achievement of which is evaluated on the national level. The article presents strategies which may be applied when attempting a more individualized approach in a versatile teaching environment, with the aim of addressing each learner and their specific needs. Advantages and disadvantages of the existing, legally determined forms of individualization are outlined, with special emphasis on both extremities of the varied schooling population, that is children with special needs and learning difficulties on the lower end of the scale and talented students with above-average learning capacities on the upper end. The article suggests some of the possible methods of detecting students' strong areas of knowledge and their specific interests by means of which teachers can better devise lesson plans with the aim of increasing the effectiveness of teaching, creating stimulating learning environment and responding to students' various needs, bearing in mind at the same time, however, the fulfillment of learning goals and the achievement of learning standards set in the curriculum.
Keywords
differentiaton; individualization; learning style; learning difficulties; active learning
Hrčak ID:
79924
URI
Publication date:
22.3.2012.
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