Issue No.:HB20180830E Date:2018-08-30 Author:Wu, Chuan-Wei More News facebook

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Synchronous Differentiated Instruction,

modernizing teaching students in accordance with their aptitude.

Power Wu

Differentiated instruction is the basic skill of teaching students in accordance with their aptitude and the basic competencies of professional teachers. Teachers design differentiated learning activities according to the learning ability, learning attitude, and learning stage of the class. Different teachers design different classes of teaching activities, and there will naturally be differences and teachers' professionalism. Differentiated instructional design can be said to have multiple methods, and each teacher has his own set of methods. In order to facilitate classification and communication, and to share the experience and wisdom of differentiated instruction, it can be divided into four categories: content differentiation, teaching material differentiation, teaching differentiation, and assessment differentiation.

In learning activities, when there is a difference in learning progress (for example, someone has already learned, some people have not yet learned; some have learned, and some have not yet learned.).In order to help individuals or groups that have not yet learned to keep up with the progress of the study, teachers will use many different methods and strategies to help these students (groups) keep up with the progress of the study. When teachers invest time and resources into weak groups (individuals), they can only temporarily ignore groups (persons) with faster learning progress, or take turns to carry out learning activities. This is a time-differentiated teaching strategy.

Synchronous differentiated instruction means that the teacher synchronizes the differentiated strategy in the one(teacher)-to-many(students) classroom. Teachers implement differentiated instruction in the aspects of audience, teaching materials, teaching methods and technology. For example, in the classroom, teachers prepare differentiated contents with different difficulty, different materials and different amount of learning content, and then carry out differentiated teaching for the whole class, group or each student to help different classes, different groups and different students to learn better.

Fig. 1. Differentiated materials design and different implementation targets
From the teacher's profession perspective, teachers design different teaching contents with different difficulty, different materials and different amount of learning content according to the students' needs, interests and abilities (experience). Then, in the teaching environment supported by the smarter technology, synchronous and differentiated teaching activities can be carried out for the whole class, group or individual, and the students should be taught according to their aptitude.

Fig. 2.Differentiated materials design and teaching in accordance with student's aptitude

From the student perspective (the student-oriented strategy), you can create a learning environment that is selective, challenging, and easy to achieve for students in the classroom. Teachers can prepare a variety of differentiated teaching materials to carry out synchronous and differentiated teaching.

Fig. 3.Differentiated materials design and student-oriented strategies

Through the TEAM Model Smarter Classroom support system, there will be a variety of possibilities for synchronous differentiated instruction. In the implementation of synchronous differentiated teaching, the smart classroom support system assists three main parts, including the differences in teaching materials design, data decision-making, and smart push. These new technologies have made it possible to synchronize differentiated teaching, breaking through the cumbersome and almost impossible obstacles in traditional classroom operations.

Synchronous differentiated instruction is the modern "teaching students according to their aptitude"!