Making All Students More Successful: Ideas and Teaching Strategies for Differentiated Instruction
This thesis aims to explore ideas and teaching strategies for differentiated instruction in regard to the implementation of a twelve-year basic education program by 2014. The teaching strategies are to be utilized to improve the quality of education for elementary and secondary school students and thereby attain the goal of making all students more successful. This thesis first defines the meaning of differentiated instruction. Thereafter, a discussion regarding the relationship between differentiated instruction and learning environments, as well as the changing roles of students and teachers is offered. In addition, herein is a discussion of the various teaching strategies which may be utilized to achieve differentiated instruction within the classroom environment. These strategies include developing learner profiles, providing teaching materials in varied formats and at differing levels of difficulty, providing differing levels of questions and thoughts to be pondered by students, providing choices among learning activities and assessment methods, practicing flexible grouping and working arrangements, implementation of curriculum compacting, arranging for peer tutoring and the use of mentors and experts, attending to the multiple intelligences that exist among the target students in the classroom setting, paying consideration to the varying learning styles and preferences of the target learners, organization of classroom learning and interest centers, and the optimal use cooperative and problem-based learning. These strategies are illustrated through the use of examples of teaching. In conclusion the author offers suggestions for the reference of schools and teachers as to how to resolve issues that may arise in the implementation of differentiated instruction as well as how possible challenges may be overcome.
|關鍵詞||十二年國民基本教育、差異化教學、教學策略、12-year basic education、differentiated Instruction、teaching strategies|