Dif­fer­en­ti­ated in­struc­tion: A philo­soph­i­cal ap­proach

Panay News - - CLASSIFIED ADS -  By Chiryl G. Ser­ilo, Teacher III, Nueva Va­len­cia Na­tional High School, Pobla­cion, Nueva Va­len­cia, Guimaras

IN RECOG­NI­TION and con­sid­er­a­tion of the learn­ers’ in­di­vid­ual dif­fer­ences, the learner and learn­ing – cen­tered philo­soph­i­cal ap­proach is a type of in­ter­ven­tion in the process of class­room in­struc­tion. To this ef­fect, the learn­ing can­not be sided alone to cog­ni­tive do­main, so it is im­por­tant to iden­tify and un­der­stand the in­di­vid­ual dif­fer­ences of the learn­ers for a more ef­fec­tive and sen­si­tive in­struc­tion. To this essence, in­di­vid­ual dif­fer­ences re­fer to stu­dents’ dif­fer­ent po­ten­tials and ways of learn­ing due to out­side stim­u­lus and char­ac­ter­is­tics.

Con­sid­er­ing in­di­vid­u­als dif­fer­ences, one of the com­po­nents that in­flu­ence lan­guage learn­ing is the stu­dent’s learn­ing style. This refers to the learn­ers’ pref­er­ence mode for real­iz­ing, as­sort­ing and re­tain­ing in­for­ma­tion. Ac­cord­ing to An­dreou et. al, stu­dents tend to fa­vor tac­tile and ki­naes­thetic styles(2008) from the many learn­ing styles.

On the other side, Stern­berg’s Tri­archic The­ory of hu­man in­tel­li­gence stip­u­lated that another com­po­nent of in­di­vid­ual dif­fer­ence is a stu­dent’s type of in­tel­li­gence and clas­si­fied into an­a­lytic, prac­ti­cal, and creative in­for­ma­tion pro­cess­ing (1996). In this study, “an­a­lytic thinkers ap­pear to put em­pha­sis on high grades and test scores, fol­low di­rec­tions very well, and of­ten pre­fer to be given di­rec­tions.”

As re­ferred to the above no­tion,

“creative thinkers are more mod­er­ate in na­ture. They are in­ter­me­di­ate to lower in terms of grade and test scores, do not like to fol­low di­rec­tions but pre­fer to di­rect their own selves, and pre­fer to cre­ate their own ideas. They do not fit well in school and feel that school­ing is a form of con­fine­ment.”

In con­so­nance to the said in­sight, “prac­ti­cal thinkers are sim­i­lar to creative thinkers.” These learn­ers are in­ter­me­di­ate to lower in terms of

grade and test scores. They feel bored by for­mal in­struc­tion, pre­fer to ap­ply ideas prag­mat­i­cally and they tend to look for the prac­ti­cal use of tasks as­signed to them.”

Fi­nally, each type of learn­ers must be con­sid­ered. Know­ing their strengths and weak­nesses can help an ed­u­ca­tor ad­just to ef­fec­tively teach the learn­ers with dif­fer­ent learn­ing ap­proaches and class of in­tel­li­gence. ( Paid ar­ti­cle)

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