- INTRODUCTION 3
- CHAPTER 1 - THE INCLUSIVE CLASSROOM 4
- 1.1 THEORIES OF INTELLIGENCE 6
- 1.2 EVOLVING DEFINITIONS OF GIFTEDNESS 7
- 1.3 MYTHS ABOUT ADVANCED STUDENTS 8
- 1.4 IDENTIFYING THE STUDENTS 9
- CHAPTER 2- GROUPING THE STUDENTS 11
- 2.1 ABILITY BASED GROUPING 11
- 2.2 ABILITY GROUPING STRATEGIES 15
- 2.3 WHAT DID THE STUDY REVEAL? 18
- 2.4 STRATEGIES FOR TEACHING ADVANCED STUDENTS IN THE INCLUSIVE CLASSROOM 20
- 2.5 ANSWERS TO COMMON QUESTIONS ABOUT ABILITY GROUPING 20
- CHAPTER 3- MIXT ABILITY CLASSES 25
- 3.1 CLASSROOM ORGANIZATION AND MANAGEMENT 29
- 3.2 WHAT IS DIFFERENTIATED INSTRUCTION? 30
- 3.3 SOCIAL AND EMOTIONAL CLIMATE 30
- 3.4 SUPPORT FOR MINORITY STUDENTS 31
- 3.5 MANAGING THE YOUNG TEENAGE LEARNER 32
- CHAPTER 4- SUPPORT FOR GIRLS 35
- CHAPTER 5- DIFFERENTIATING CONTENT 36
- CHAPTER 6- CURRICULUM COMPACTING AND FLEXIBLE PACING 38
- CHAPTER 7- KNOWING THE STUDENTS IS THE KEY 41
- 7.1 SELF-DIRECTED LEARNING 42
- 7.2 LEARNING CENTERS 44
- 7.3 PROBLEM- BASED LEARNING 45
- CHAPTER 8- SEMINARS 47
- CHAPTER 9- EFFECTIVE TEACHING AND LEARNING IN LARGE CLASSES 49
- 9.1 WHAT IS A LARGE CLASS? 49
- 9.2 HOW DOES CLASS SIZE MAKE A DIFFERENCE? 50
- 9.3 ORGANIZATION OF A LARGE CLASS 53
- 9.4 TEACHING LARGE CLASSES 58
- CHAPTER 10- RESULTS 63
- 10.1 MIXED AND MORE MIXED ABILITIES 67
- 10.2 A BASIC FACT ABOUT HUMAN PSYCHOLOGY 67
- 10.3 THE DILEMMA FOR TEACHING 68
- 10.4 SPECIAL EDUCATION 69
- CONCLUSIONS 73
- BIBLIOGRAPHY 74
Extras din proiect
The basis of this paper is the statement that according to which, the individuals of every group of students have a different level of knowledge. The aim of this paper is to take a closer look at this matter, focusing on the ways in which a teacher can harmoniously conduct a lesson, assuring the acquisition of knowledge for all students. It has been scientifically proven that the development and the functional, psycho-physiological structure of the individuals of a class vary. Therefore, in order to achieve the maximum efficiency in the teaching process, educators have to consider the “unique” nature of every individual.
Moreover, various factors have to be taken into consideration when dealing with a group of pupils. Some particularities connected to the age of the students, the endurance of stress of each pupil, or the openness to acquire new information.
Due to the different level of knowledge, in order to satisfy every student’s needs, the teacher has to rigorously know the students and their character. For instance, some methods of getting to know each student‘s personality/ capability could be the following:
▪ the conversation with the student, with his family, in order find out his character outside the school environment, as well;
▪ the observation of the student not only the teaching process, but also during breaks and extra-curricular activities;
▪ the natural experiment, through which the teacher will find out which methods or manners of teaching work best for a student;
▪ testing the student on a systematic basis might prove to be the most efficient way of getting to know a student.
According to the results of these methods, the teacher will know what assignment to give to each student, the way in which to structure a lesson to meet every student’s needs, taking into account his weak and best points.
However, the main concern of this paper will be the so-called ‘gifted’ students, those who are exceptionally equipped for the process of learning a particular subject. The support students need, the way they must be organized according to their level of knowledge, the manner in which the curriculum has to be divided in order to meet their needs, all these will be evaluated.
Furthermore, a chapter will be dedicated to the effectiveness of teaching a large class. Although it might seem only remote connected to the main topic, it is relevant, since in such a class, the chances of having several degrees of knowledge increases greatly. Organizing such a class, understanding its dynamic, teaching a large class, these are the highlights of this issue.
CHAPTER 1 - THE INCLUSIVE CLASSROOM
In the process of implementing standard reform, it is important to remember that the charge to provide all students with challenging foreign languages requires consideration of high ability students. Today’s heterogeneous classrooms will include students who have advanced abilities and talents. It is essential that the needs of these advanced students not be overlooked or neglected as teachers strive to help others reach high standards.
Teachers have a variety of strategies and resources for providing different levels of content and activities that will challenge all students, including gifted learners. The strategies are appropriate and
effective for a wide range of students. Another important theme emerging from the research base on advanced students is the need to re-examine the criteria and processes used to designate some students as gifted, and thus by implication all other students as not gifted. Clearly, relying on a narrow definition such as those who score in the top 10 percent on a standardized achievement test can exclude students with special talents who may have difficulty in taking tests.
The scope and purpose of education have undergone a number of significant changes over the past two decades. The criteria governing which students are identified and labeled as ‘gifted’ or ‘below standard’ have evolved according to new theories about the nature of intelligence.
Educational reform has also had an impact, as schools strive to raise standards and expectations for all students. Charges of elitism and discrimination have forced gifted specialists and advocates to defend their programs. At the same time, such charges have inspired schools to examine the methods they use to identify advanced students— potentially opening up opportunities to a broader spectrum of students.
Is the idea of giftedness truly relevant in an educational climate that emphasizes equality and excellence for all students? When exploring this question, it is essential to remember that although some students learn more quickly than others or are ready to take on more challenging content, those students are not more important or more deserving than others. Recognizing these differences simply means acknowledging that students differ from one another. Expecting advanced students
to fend for themselves as the class repeats concepts that they have already mastered is just as unfair as forging ahead while some students are still trying to grasp a concept.
Unfortunately, many educational traditions make it difficult to address student differences. Teachers, students, and parents share an image of what teaching is supposed to look like: The teacher presents the lessons to the whole class and all students complete the same assignments at the same time. Many educators believe that this has seldom been the best way to promote learning. It has become increasingly ineffective as classrooms become more inclusive and diverse. Consequently, strategies for differentiating instruction are an important part of every teacher’s curriculum. It is not a matter of giving advanced students more attention or better resources, only of meeting all students’ unique learning needs.
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- Predarea Limbii Engleze la Clase cu Nivele de Cunostinte Diferite.doc
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