Abstract. Active differentiated instruction aims to empower learners to choose their appropriate
learning activities. The question is how to apply this method in teaching physiology curriculum for
elementary school students, as well as the method of planning and organizing the active
differentiated instruction. On the theoretical research methodology approach, our study focuses on
the process of planning and organizing active differentiated instruction, as well as illustrating this
process in teaching the topic of Respiratory Physiology in the Elementary Level Physiology
curriculum. This process is aimed at planning and organizing the teaching activities based on the
students’ diversity of abilities, interests, demands, learning styles, learning conditions . in order to
ensure the equality of learning opportunities for learners.
13 trang |
Chia sẻ: thanhle95 | Lượt xem: 190 | Lượt tải: 0
Bạn đang xem nội dung tài liệu Planning and organizing active differentiated instruction in teaching physiology for elementary school students, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
133
HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0183
Educational Sciences, 2017, Vol. 62, Iss. 12, pp. 133-145
This paper is available online at
PLANNING AND ORGANIZING ACTIVE DIFFERENTIATED INSTRUCTION
IN TEACHING PHYSIOLOGY FOR ELEMENTARY SCHOOL STUDENTS
Pham Viet Quynh
1
and Nguyen Van Hien
2
1
Hanoi Metropolitan University,
2
Hanoi National University of Education
Abstract. Active differentiated instruction aims to empower learners to choose their appropriate
learning activities. The question is how to apply this method in teaching physiology curriculum for
elementary school students, as well as the method of planning and organizing the active
differentiated instruction. On the theoretical research methodology approach, our study focuses on
the process of planning and organizing active differentiated instruction, as well as illustrating this
process in teaching the topic of Respiratory Physiology in the Elementary Level Physiology
curriculum. This process is aimed at planning and organizing the teaching activities based on the
students’ diversity of abilities, interests, demands, learning styles, learning conditions ... in order to
ensure the equality of learning opportunities for learners.
Keywords: Teaching organization, teaching plan, active differentiated instruction, and elementary
school physiology.
1. Introduction
There are various approaches on studying and applying micro-differentiated instruction, but it is
not difficult to realize that learning strategies of learners in the process of differentiated instruction
still relies heavily on the teachers, while learners are only required to participate more in the learning
stages previously planned by teachers, as they have not really been given the right to decide on their
own learning strategies and problems solving strategies.
In terms of the current trends in the use of micro-differentiated instruction, despite the increased
consideration given to learners (in terms of learning styles, proficiency, etc.), teachers still have
difficulty in providing the learners with the central role throughout the teaching process. In order to
solve this problem, it is important to propose active differentiated instruction planning and teaching
process. Active differentiated instruction aims at activating learners' participation on the basis of
ensuring the content and teaching program as well as ensuring familiarity with learners’ respective
cognitive levels, learning styles and abilities. Every learner has a certain knowledge base, skills, and
active differentiated instruction will allow them to develop and expand their knowledge on the basis of
what they already possess. In active differentiated learning, all learners, regardless of their learning
style, capacity and ability, have the opportunity to actively participate in learning activities. This
means that the learner is in charge of deciding their own part or the whole of his / her learning strategy
and taking responsibility for his / her learning outcomes.
Received: October 15, 2017. Revised: December 8, 2017. Accepted: December 12, 2017.
Contact: Nguyen Van Hien, e-mail address: hiennv@hnue.edu.vn
Pham Viet Quynh and Nguyen Van Hien
134
2. Content
2.1. Literature review on planning and organizing differentiated instruction
Educators argue that the scientific basis of differentiated instruction is derived from the following
fundamental theories: 1) According to L.S. Vygotsky’s theory, students differ not only in the current
development area but also in the nearest development area (the zone of proximal development).
Therefore, students’ background and perception need to be concerned and teaching and learning
should be based on each student’s competency [11]; 2) Gardner's Multiple Intelligence
theory (1993) showed that each person has at least one of eight different types of intelligence
(Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence, Bodily-Kinesthetic
intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, Naturalist
intelligence). The point of this theory is to meet the needs of each student by applying different
learning strategies that base on each type of intelligence [7]; 3) David Kold's experimental learning
theory (1984) proposed models of learning style including converging, diverging, assimilating and
accommodating. Based on the development of Kold’s theory, Honey and Mumford developed a toolkit
that classifies four basic learning styles: activist, reflector, pragmatist and theorist [3]. Besides, Neil
Fleming (1987) indicated VARK model and introduced a toolkit to categorize learning styles.
Accordingly, there are 4 types of learning styles: Visual learners, Auditory learners, Reading and
writing learners, Kinesthetic learners [2, 3]. Visual learners learn best by looking at diagrams, images,
maps, graphs, movies. These learners enjoy the information presented in the form of pictures.
Auditory learners learn best by listening to the information and are interested in rhymes and sounds.
Reading and writing learners learn best by reading information in the book. Text materials are
preferred by these learners. Kinesthetic learners learn best by doing. Practical experience is important
to them. Briefly, based on the fundamental theories, differentiated instruction has been studied
extensively in both theory and practice [8].
Tomlinson (2014) highlighted three elements of the curriculum that can be
differentiated: 1) Differentiating Content (what to teach? - differentiate the content of the lesson based
on what students already know); 2) Differentiating Process (how to teach? – teacher organizes
learning activities based on the needs, interests and learning styles of students); 3) Differentiating
Products (learning outcomes - students need to achieve after the teaching process and are revealed
through assessment activities) [9, 10].Tomlinson developed the theoretical background of
differentiated instruction primarily based on Gardner's Multiple Intelligence theory and cognitive
performance research. She emphasized that students’ diverse learning styles and intellectual types as a
basis and he also encouraged teachers to personalize instructional activities in the classroom in order
to meet different learning styles and intellectual types of students.
Le Thi Thu Huong has developed and implemented teaching plans for the differentiated
instruction of mathematics based on the cognitive level of elementary students. In particular, the
author has divided the objectives and contents of teaching in accordance with the ability of the
students, so that the choice and combination of various forms of teaching organization and means of
teaching in a flexible way [6]. Thus, the research has initially introduced the steps of planning and
implementing the differentiation method in teaching mathematics for elementary students. However,
Planning and organizing active differentiated instruction in teaching physiology for elementary school students
135
the differentiated instruction mainly focused on the level of awareness of the learners, while taking
little interest in other factors such as learning style, excitement....
Do Thi Quynh Mai [4] has proposed the content, principles, design process and teaching hours
using contract teaching methods and four corners methods in teaching non-metallic chemistry for high
school students. The differentiation in the design, organization and use of the teaching methodology at
the corner is reflected in the development of tasks / exercises in accordance with the pace and style of
learning of the students. At the four corners teaching classroom, students can choose the starting
corner (the first corner) in accordance with their learning style. After completing a corner, they can
freely choose the next ones according to their preference. For the design and organization of contract
teaching methods, the differentiation is shown in the design of mandatory and optional tasks that
enable students to learn in different preferences and styles. Student differentiation is also expressed
through the knowledge-gathering diagrams developed by student groups. It is the difference in
learning styles and knowledge capacity of the student groups that distinguishes variations in the form
and content of their final reports. This proposal by Do Thi Quynh Mai is a suggestion for our research
in the design and organization of differentiated instruction for junior college teachers. Sharing the
same viewpoint of approaching differentiated instruction based on the learning style of elementary
school students, Nguyen Thi Hong Chuyen designed the teaching style based on the learning model
VARK by Neil Fleming with the use of four corners teaching and contract teaching. The process of
teaching in accordance with learning styles is based on the following steps: Step 1: Identify the initial
issues or question raised for students; Step 2: Assign tasks for students to explore, and perceive the
knowledge based on the group’s learning style VARK; Step 3: Organize, guide and support groups of
students according to VARK self-knowledge formation; Step 4: Organize for students to report the
results; Step 5: Require students to self check and evaluate; Step 6: Evaluate the process of knowledge
formation, addition and the accuracy of the knowledge [1]. Thus, the study by Nguyen Thi Hong
Chuyen has clarified the process of designing and organizing teaching based on the learning style for
elementary students. This study suggests the design and organization of differentiated instruction in
the elementary age children's physiology curriculum. However, for learners who are university
students who have more capacity of self-studying and self-researching, the implementation process
will be adjusted at various points.
In conclusion, from the above research, the researchers are well aware of the fact that
differentiated instruction is focused on organizing learning activities to meet the capacity, style,
level, of the learners, with the orientation to design learning activities for each object and assign
learners to activities that the teacher thinks are appropriate for them. Initially, researchers have been
giving autonomy rights to their learners but are still limited. In this study, we aim to actively promote
learner's activity through active differentiated instruction. Active differentiated instruction is a
teaching strategy that the teacher conducts teaching activities based on the students’ diversity of
abilities, interests, demands, learning styles, learning conditions... in order to ensure the equality of
learning opportunities for learners and for them to be active, self-aware, and free to explore and
select appropriate learning activities for themselves. The distinctive feature of active differentiated
instruction is that the learner is empowered to choose the learning activities that are appropriate for
him or her and the teacher designs the learning activities that are both diverse and satisfactory to the
diversity of the ability, interest, learning style... of learners.
Pham Viet Quynh and Nguyen Van Hien
136
2.2. The steps of planning and organizing the active differentiated instruction in
teaching Physiology for elementary school students
From the study and assessment of active differentiated instruction, we propose the following steps
to plan and organize the method as below:
Diagram 1. Steps for planning and organizing the active differentiated instruction
Step 1: Make lesson planning and prepare learning activities that fit the learners’ profile
a / Teacher activities:
* Define the lesson objectives, analyze the structure of content: based on the detailed program
and content of teaching elementary physiology of elementary school students, Teachers determine the
knowledge, Skills and attitudes that should be achieved through lessons / topics. When defining goals,
action verbs should be used to quantify the evaluation. At the same time identify the skills that need to
be trained, formed in students through differentiated instruction.
* Design learning activities in accordance with learner profiles and selection of methods and
forms of teaching organization:
Before, organize teaching the elementary school children's elementary classes, teachers and
college students build the learners’ profiles. A learner profile is a document that includes all
information about the learner: information about the person's identity, knowledge, excitement, learning
style, learning process, teacher use... Student complete surveys on learning styles according to VARK,
baseline survey on primary school physiology, Multiple Intelligence surveys, interest surveys,... or
through live interviews to fulfill the necessary information about the learners. After that, the teacher
will classify learner profiles based on the main criteria that may be the learning style, Level, Multiple
Planning and organizing active differentiated instruction in teaching physiology for elementary school students
137
Intelligence... For example, if learning style is considered as the main factor, learners’ profiles are
theoretically divided into 4 groups: V, A, R, K. The V, or A, or R or K student profiles will include
students at different Levels. The different types of intelligence, interest, and level vary depending on
the characteristics of the students in each class. In fact, there are always learners who possess mixed
learning styles. V, A, R, K, and mixed types should be separated.
Then, based on learner profiles, lesson objectives, lesson content, design appropriate learning
activities, and help teachers and learners assess learning progress in active differentiated instruction.
Learning activities should be designed in a clear, specific and diverse way, in accordance with the
learning styles, level of awareness and background knowledge of the learners. In each lesson / topic,
active distribution teaching is reflected in designing learning activities that fit one or more of the
learning styles. At the same time, the tasks in these learning activities are also designed in different
levels from easy to hard to meet the pace of learning. In addition, mandatory and optional tasks are
required to ensure both the common goals of the lesson / topic and the ability to support students with
different levels, abilities, and interest.
Based on the characteristics of college students majored in elementary education, the content of
the elementary school children's elementary school curriculum, there are many methods and forms of
teaching can be used to meet the requirements of active distribution teaching. Within the scope of this
study, we chose the main teaching methodology is the improved expert methodology, combining with
the use of a number of other active teaching techniques such as contract teaching, teaching by the
station, teaching by group ...
- For example: Design the learning activities in accordance with the learner profiles when
teaching the subject Respiratory physiology in elementary school children's physiology, based on
content, objectives, learner profiles:
1/ The content of respiratory physiology includes [5]:
+Concept and meaning of respiration
+ Respiratory structure (integrated with respiratory hygiene measures)
+ Respiratory activity (respiratory process) (integrated with respiratory hygiene measures)
Problems related to the respiratory system (pneumonia, bronchitis, the harm of drugs and air
pollution to respiratory) and what Elementary students need to do to protect the respiratory system.
2/ The objective of the lesson
+ Analyze the concept of respiration and identify respiratory organs and products.
+ Describe the structure and function of each organ in the respiratory system.
+ Describe the stages of respiration.
+ Analyze the compatibility between the structure and function of the organs in the respiratory
system.
+ Identify causes of some respiratory diseases and propose measures to protect the health of the
respiratory system.
+ Apply knowledge learned to carry out CPR, deep breathing ...
3/ Learners’ profile: If we classify learners based on learning style as the main factor, then
learners' profiles of 36 K22D students - Primary Education - Hanoi Metropolitan University are
divided into 5 categories: V-type (2 profiles); A type (7 profiles); R type (3 profiles); K type (17
profiles) and mixed type (7 profiles including 1 VARK, 2 AR, 2 VK, 1 VA, 2 AK) (Table 1).
Pham Viet Quynh and Nguyen Van Hien
138
Table 1. Classification of learners' profiles of K20 students, Primary Education, Hanoi Metropolitan University
Note: Logical-mathematical intelligence;☺Linguistic intelligence; ∆Interpersonal intelligence; ♥Bodily-
kinesthetic intelligence; ♦ Spatial intelligence;¶Musical intelligence;●Intrapersonal intelligence; ☼ - Naturalist
intelligence, Stud: Student.
Type
of profile
1. V-type 2. A-type
Name
of students
Stud. 1 Stud. 2 Stud. 3 Stud. 4 Stud. 5 Stud. 6 Stud. 7 Stud. 8 Stud. 9
Learning
Style
V V A A A A A A A
Group/
Individual
/both
Both Both Both Group Group Individual Both Individual Group
Interest Drawing Picnic Music Fashion Singing Story
telling
Singing Comics Dancing
Level Fair Average Fair Weak Average Good Fair Fair Weak
Multiple
Intelligence
♦ ☼ ☺ ☺ ¶ ∆ ¶ ∆ ♥
Type
of profile
3. R-type 4. K-type
Name of
students
Stud. 10 Stud. 11 Stud. 12 Stud. 13 Stud.14 Stud. 15 Stud. 16 Stud. 17 Stud. 18
Learning
Style
R/W R/W R/W K K K K K K
Group/both/
Individual
Both Group Both Both Both Group Individual Both Group
Interest Crosswords English Writing
diaries
Aerobics Dancing Travelling Math Travelling Biology
Level Average Good Fair Average Average Fair Good Fair Fair
Multiple
Intelligence
☺ ☺ ● ♥ ♥ ☼ ☼ ☼
Type
of profile
4. K-type
Name
of students
Stud. 19 Stud. 20 Stud. 21 Stud. 22 Stud. 23 Stud. 24 Stud. 25 Stud. 26 Stud. 27
Learning
Style
K K K K K K K K K
Group/both
Individual
Group Both Group Both Both Both Group Individual Both
Interest Nature Walking Dancing Singing Travelling Travelling Movies Aerobics Cooking
Level Fair Fair Average Weak Fair Good Good Fair Fair
Multiple
Intelligence
☼ ♥ ♥ ☼ ● ♥ ☼
Type
of profile
4. K-type 5. Mixed type
Name
of students
Stud. 28 Stud. 29 Stud. 30 Stud. 31 Stud. 32 Stud. 33 Stud. 34 Stud. 35 Stud. 36
Learning
Style
K K AK AK VARK VK AR VK VA
Group/both/
Individual
Both Both Both Individu
al
Both Both Individual Both Group
Interest Travelling Movies Music Singing Drawing Cooking Reading Movies Music
Level Fair Fair Average Fair Good Good Good Average Fair
Multiple
Intelligence
☼ ♥ ¶ ¶ ♦ ☼ ☺ ∆ ●
Planning and organizing active differentiated instruction in teaching physiology for elementary school students
139
Studying student profiles of K22D, Primary Education, Hanoi Metropolitan University, we
designed 4 learning activities suitable for different types of learners (table 2). As for the mixed student
profile, because students are free to choose any learning activity, there is no need to tailor the activity
to this mixed portfolio. The number of students with a K-style study style is the majority, so the tasks
in the learning activities will enhance students' practice, experiment, and active participation.
Table 2. Learning activities in the topic of Respiratory Physiology
Learning
activity 1:
Definition and
importance of
respiration
activities
- This