Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
The change involved the creation of regional offices and new management systems in polyprod. Key aspects of the organization and its change plan are then described, followed by a description of how the plan for and effects of change evolved over time. To develop the change process and critical issues face in managing the change the issues below for polyprod are considered: Polyprod Change Implementation When evaluating polyprod change effort, two principal aspects should be considered: 1) the success of the change and 2) the success of the implementation. The first aspect asks, "Did polyprod change the right thing?" It deals with whether or not the appropriate strategy was undertaken, given the circumstances.
Depending on the method of research, a loss in one form of validity might be worth the trade-off for higher validity in another area more meaningful to the current research. If we can accept the flaws in our methods, then we can accurately evaluate them in order to produce findings consistent with what we are looking for; consequently, our methods may be successful in providing
A learning theory incorporates principles which aim at explaining changes in human performance, providing a set of instructional strategies, tactics, techniques to select from and the foundation for how and when to choose and integrate the strategies5. Learning theories offer insights into “what promotes learning effectiveness and how students learn”. Learning theories are based on principles that can guide effective teaching practice and facilitate deep versus surface learning”. Thus, to have the disposition that is required to be acquired by the learner, curriculum designers need to consider relevant and appropriate learning theories during curriculum design and implementation. The more learning theories are integrated in the curriculum design process; the more likely learners can be accommodated within the programme.
It occurs as a part of everyday teaching and learning and uses information from ongoing assessment to shape classroom teaching and learning. Assessment as learning puts the students in active role as learners, using assessment information to self-assess, regulate and monitor their learning progress. Assessment is important for several reasons: 1. Assessment result provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide powerful rationale for securing support for curricular and other changes.
There are planing, action, observation,and reflection. In the planning stage, the researcher will identify the problem and develop some plan of action in order to bring the improvements in a specific area of the research context. In the action stage, the researcher will consider one which involves some deliberate interventions into teaching situation that will put into action over an agreed period of time carefully. In the observation stage, the researcher will observing systematically the effect of the situation and documenting the context, actions, and opinion of those involved. In the reflection stage, the researcher will reflect on, evaluate, and describe the effects of the action in order to make sense of what has happened and have to understand the issue that have explored more clearly.
Curriculum Development. Curriculum development should be viewed as a process by which meeting learners’ needs leads to improvement of learners’ learning. Therefore, curriculum developers should gather as much information as possible toward the learners’ needs. Those who are affected by the curriculum should be involved in the process of planning and then in the process of implantation and evaluation (Lunenborg and Ornstein, 2012) Reyes and Dizon (2015) and Bilbao, Lucido, Iringan, and Javier (2011) claimed that there are three types of curriculum: 1) The intended curriculum – content specified by the state/ province course or at a particular grade level,district or school, which must be addressed in a particular 2) The implemented curriculum-content
It is also process of organizing the tasks of teaching and determining content, learning resources, and classroom procedures. The curriculum needs to be developed in order to be used.Curriculum development present two views on how it is developed. Curriculum plan is developed in rational and logical way and another view is curriculum is socially constructed, linked to power and
Language objectives refer to language skills that learners are expected to acquire in the classroom. Objectives that are concerned with strategies for communicating, learning, and critical thinking are referred to as "strategic objectives". Learning process are “conscious processes and techniques that facilitate the comprehension, acquisition, and retention of new skills and concepts” (Chamot and O’Malley 1987). According to Chamot and Michael O’Malley, these may include metacognitive strategies (such as selective attention), cognitive strategies (such as summarizing and elaboration), or socio-affective strategies (such as questioning for clarification). Socio-affective objectives refer to changes in learner’s attitudes or social behaviours that result from classroom instruction (e.g.
It is important to establish a new learning environment so that they may assess preparedness. The main need of the curriculum is to be given appropriate levels of work and to know about what is to be learned and to set realistic short term targets and to have support in the acquisition of component of pre-requisite skills. This is one of the needs that learners face in the classroom. This need should be addressed accordingly. Maslow’s hierarchy of needs also involves the subject of needs in a classroom., where it involves physiological need ,safety and security, love and belonging ,self-esteem and lastly self-actualization .with this it reveals that learners have needs as learners and their needs should be addressed individually by the teacher to avoid failure amongst learners and to also avoid bad outcomes to learning.it is also important to know learners