Abstract:

Differentiation teaching is a significant factor in the democratization and humanization of education. This approach focuses on each student characteristics and achievements. The theory of differentiation is sometimes referred to as the window into the world of possibilities, being helpful to recognize the existence of significant differences between students, taking into consideration the experience and abilities of each learner. Differentiated learning offers the realization of a personality-oriented paradigm in education, taking into account the talent, inclinations, and interests of the learner. Differentiated learning aims to promote the learner in revealing the skills and abilities helpful for achieving better standard outcomes, having a targeted impact on the creative, intellectual and professional potential of the community. Considering this, teacher training programs of Batumi Shota Rustaveli State University (BSU) include training courses: pedagogy, basics of didactics, general psychology, inclusive education, professional and learning environment, didactics of teaching certain subjects, among others. The courses introduce the age and individual characteristics of students, a variety of learning/teaching motivation strategies, types of assessment, methods, lesson planning based on a differentiated approach and teaching style. For training courses, we use a differentiated approach, taking into account students' experiences, expectations, and desires; their knowledge, skills, and attitudes; the type of student intelligence, the basics of student motivation, and the factors affecting their motivation; we provide developmental feedback focused on the needs of each learner; intensive monitoring and analysis of the results achieved for planning better the next lecture. Both quantitative and qualitative research methods were applied during the research. 60 graduates of the Teacher Training Program, Faculty of Exact Sciences and Education, BSU and lecturers of the Department of Pedagogical Sciences, BSU participated in the study. 42% of respondents indicated that the differentiated approach used in the teaching process is associated with difficulties. 28% stated that they do not understand the essence of the differentiated approach; 30% mentioned that when planning the lesson, they consider the students’ abilities, trying to determine their interests, choosing the learning activities and methods. Quantitative research results were verified with the qualitative research, in particular with an interview. The research results are completely described in the paper. The research revealed that differentiated teaching methods are a necessary condition for a teacher to achieve the goal. Thus, a variety of teaching methods are used: cognitive charts, reading, and writing strategies, discussion, debate, film analysis, group work, case analysis, among others., where learners are given the opportunity to identify, analyze, and summarize their attitudes. Differentiated learning begins with creating a safe and productive learning environment where each student is given a chance to explore and learn. This is accompanied by the use of a pre-conceived teaching strategy based on the learning style, readiness and interests of the students. Based on this, the teacher will manage to differentiate the content of the teaching material and the teaching-learning process. The paper presents the research results and differentiation strategies.

Keywords:

Differentiation, teaching style, students’ needs, interest, motivation.