Spolu, a přece odděleně: podoba částečně diferencovaného vzdělávání na druhém stupni ZŠ optikou učitelů
| Title in English | Together, yet still separately: Differentiated instruction in lower secondary school |
|---|---|
| Authors | |
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.5817/PedOr2020-3-347 |
| Keywords | tracking, intra class ability grouping, differentiated instruction, equal learning opportunities, interviews, lower secondary school |
| Description | classes) in lower secondary schools. The data were gained from interviews with the school headmasters and the teacher, who have direct experience with differentiated instruction. The results show that pupils are allocated into two homogeneous groups according to predetermined criterion – the criterion of output. Teachers use intra class ability grouping to adapt their instruction to the easily diverse learning needs of students in their classrooms. The teachers modify their instruction with respect to learning content, learning time and their expectation about the abilities of the pupils in the selected groups. The data further shows that teachers and school headmasters differ in their opinion about certain topics concerning differentiated classroom. |