Good Practices of Didactical Methods Database

Title: Diversified Instruction: A set of Guidelines and Practical Examples
Good Practice Mission: Create a set of guidelines on how the educator could move in a safe way on designing the didactic scenario by keeping the same subject to teach, several activities to motivate students to actively involved and modes to evaluate outcomes in a flexible wa. Provider: IEP ( The Greek Institute of the Educational Policy)
Specific goals of the GP:

Help students discover the connection between school and their own interests.

Year: 2008
Duration of the implementation: Longlasting (guidelines)
Target group: All students
Summary:

The Good Practice entitled ‘ Diversified Instruction’ reflects the set of guidelines should be considered as the necessary basis for educators to organize courses for/with a diverse group of learners, in any subject or level of education. These Guidelines are thoroughly presented in the 1st Chapter of a Guide for Educators that was published on 2008 by the IEP.

Diversified Instruction has to be an integral part of didactics and not a stage of the process. Differentiated teaching to be successful requires preparation and is developed in 2 axes that are intertwined: Learner - Curriculum . Each axis has internal dimensions in complexity, such as : The Learner (level of readiness, interests, learning profile) +  The Curriculum (content, process, outcome)

This combination of both the axes and their internal dimensions could be the matrix upon which a teaching scenario and the corresponding activities are built. This kind of senior/plan could mobilize the critical ability and engagement of all learners equally, without discounting the subject taught but with the necessary qualitative interventions ( tools and strategies) that make the process and the goal of learning, possible for all.

Diversified Strategies 3 dimensions:

A)  Content :

a)Concept-based teaching b)Use of multiple texts and materials c) Learning contracts d)Multiple ways to support access to IT resources

B)  Process :

1)The CUBE 2) The Learning Center 3) The Working Cards 4) The Teaching on Different Levels (For more, you can read the article in English (attached)

C)  Outcome : (how the learner  shows what he has learned :

An interesting way of grouping students according to their learning readiness is the "Wheel" (Kagan, 1992). These are four concentric circles, fixed in the center so that they move. In each circle we write the names of students according to the level, the learning profile or the mastery of a skill. Thus, turning the circles we can make different groups, homogeneous or heterogeneous.
Space requisites:
Obstacles revealed?:

Time
Methodology used: Differenciated instruction
Group/collaborative learning
Resources needed:

As described in the article, it is ready and affordable as also flexible to be used according to the learners profile and readiness.
Link: https://www.iep.edu.gr/docs/pdf/LD_Panteliadou_C.pdf
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