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


Year of publication 2021
Type Article in Periodical
Magazine / Source Pedagogická orientace
MU Faculty or unit

Faculty of Arts

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.

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