¹Ianina Gobiberia,² Maia Kevkhishvili, PhD

¹Professor, Georgian National University (SEU)

²Professor, Georgian Technical University (GTU)

DOI : https://doi.org/10.47191/ijsshr/v4-i10-43

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ABSTRACT

The main purpose of differentiated learning is to provide opportunities for continuous development to any learner and relies on the existence of significant differences between learners. Teaching environment and instruction strategies created according to readiness, learning style, age and interests increase the learner’s motivation, involvement, the degree of achievement of the result, which lies in the formation of knowledge, skills and attitudes according to individual ability. The differentiation theory is employed in two different formats, the first based on teaching activities designed to take into account all learners’ modalities, when the student achieves maximum understanding of the issue with the activity corresponding to his/her dominant modality, and the second format is designed to form groups according to the learning modality and to select appropriate assignments for them; the weakness of the latter is the recognition of the student’s modality by the teacher. According to studies, the desired result is given by the mixed use of both formats.

Keywords

Differentiated learning; Developmental assessment; Learning modality; Readiness; Learning style; Interests; Motivation; Learning format.

References

1) Tomlinson, C. A. 2003. Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

2) Tomlinson, C. A. 2017ა. How to Differentiate Introduction in an Academically Diverse Classroom. 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

3) Tomlinson, C. A. 2017ბ. How to Differentiate Instruction: Twenty Years and Counting. Webinar. [Online]. [Accessed: 08.09.2017]. Available from: http://www.ascd.org/professional-development/webinars/how-to-differentiate-instruction-twenty-years-and-counting-webinar.aspx

4) Willis, J. 2006. Research based strategies to ignite student learning. Alexandria, VA: Association for Supervision and Curriculum Development

VOlUME 04 ISSUE 10 OCTOBER 2021