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|Other Titles:||Effective Differentiated Instruction Strategies in the Secondary School Chinese Curriculum: Analysis of Vocational / Senior High School Model Examples|
Office of Teacher Education and Career Service
During the last decade, some world-wide and national achievement assessments of secondary school students indicated that, a very large performance variation between students existed in Taiwan. Due to social concerns and the funds injected by the government to improve students' learning performances, the implementation of differentiated instruction becomes a hot topic of education. The amount of journal papers, thesis and on-line resources increased recently. The authors investigated the feasible strategies of differentiated instruction for Chinese curriculum. The activities and strategies were extracted from 5 vocational / senior high school model examples. Experienced teachers tended to provide two levels of differentiated instruction. The tasks of the first level includes: the diagnosis of students' learning difficulties and needs, the setting of the core objectives, and implementation of structured or multi-leveled instruction to maximize the learning of all students. On the second level, teachers deal with the differentiated needs within the group, the strategies include: the design of differentiated independent learning tasks, the design of various tasks for group discussion or paired learning before independent learning. During the instruction, experienced teachers utilized mobile device, information technology, and students' life experience as bridges of learning; these were found to be effective ways to promote students' learning motivation.
|Appears in Collections:||中等教育|
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