7/30/2023 0 Comments Ten thumbs chan chan![]() As the development of complex skills takes time, a longitudinal PD program that stimulates learning and practice in the workplace seemed most suited. Teaching such complex skills is not straightforward and requires a well-designed program aimed at the integration of knowledge, skills, and attitudes, as well as the coordination of constituent skills (Janssen-Noordman et al., 2006 Van Merriënboer, Kirschner, & Kester, 2003). Instead, teachers need well-honed analysis and decision-making skills based on knowledge of curriculum content and student characteristics, and a flexible attitude to deal with changes on the spot (Van Geel et al., 2019). There is no simple procedure where following fixed steps guarantees effective differentiation. A challenging undertaking for two reasons.įirstly, providing DI constitutes an inherently complex task. Spurred by these findings, a design team consisting of researchers from the University of Twente and Maastricht University in the Netherlands set out to design and implement a professional development (PD) program aimed at developing teachers’ DI skills in the context of mathematics lessons. Similar results are reported in international research, giving rise to interventions to improve teachers’ differentiation skills (e.g., Eysink, Hulsbeek, & Gijlers, 2017 Prast et al., 2018 Valiandes & Neophytou, 2017 Wan, 2017). While the benefits of differentiation are generally well-established, the Dutch Inspectorate of Education reported that teachers in the Netherlands struggle to adapt instruction to student differences (Inspectie van het Onderwijs, 2018). This improved fit is why, in most cases, differentiated instruction (DI) is preferred (George, 2005). ![]() ![]() In such an approach, the teacher presents tailored activities to individuals or groups of students to best suit their particular needs (Deunk et al., 2018 Roy, Guay, & Valois, 2013). A one-size-fits-all approach in which the teacher presents the same teaching activities to the whole class is being replaced by a differentiated approach. Today’s primary school teachers face an increasing demand for dealing with student diversity. While the design process was time and resource-intensive, it resulted in a detailed blueprint of a five-month professional development program that strategically combines learning activities to stimulate learning processes that are essential for developing the complex skill providing differentiated instruction in a mathematics lesson. ![]() It demonstrates the decision-making processes involved in the systematic design of each of the four components: learning tasks, supportive information, procedural information, and part-task practice. ![]() This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional design principles to arrive at the training blueprint for workplace-based learning. This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. ![]()
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