Original scientific paper
BASICS OF DIFFERENTIATED INSTRUCTION AND ITS ORGANIZATION FORMS
Josip Ivanović
Marta Törteli Telek
Abstract
This paper focuses on adaptive teaching, which is characterised by the usage of differentiated instruction organised to fit individual differences among learners. Differentiation is therefore the basis of efficient learning and achieving common goals, as well as optimal development and self-realization.
When using differentiated instruction a teacher needs to know student’s individual abilities and knowledge. As a result of differentiated approach, active learning in small groups occurs (individual work, pair work, group work, mosaics approach, and contradiction and discussion approach, group projects). In this kind of lesson organization, reciprocal learning quite often appears. Lately, Dalton-Plan (whose creator is Helen Parkhurst) is quite interesting, especially the way it has been used in Hungary (Hungaro-Dalton Association). There, differentiated organization of learning has a function of achieving good educational results. Dalton-Plan school - similar to Montessori, Freinet and Jena-plan schools – uses such procedures in class which lead to differentiation in teaching, individual growth of students, experience-based teaching, and active learning.
Innovative teachers today use learner-centred methods in teaching, adapted to different learning styles. Learning styles can be guidelines in integration of students with difficulties – creating equal opportunities on the one hand, and foundations for the development of gifted students on the other.
Keywords
Dalton-Plan; differentiated teaching; active learning; learning styles; individual differences
Hrčak ID:
125299
URI
Publication date:
10.6.2014.
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