Beyond "One-Size-Fits-All" Teaching: Embracing the Learner-Centered Paradigm through Differentiated Instruction
| المصدر: | التعليمية |
|---|---|
| الناشر: | جامعة جيلالي ليابس سيدي بلعباس - كلية الآداب واللغات والفنون - مخبر تجديد البحث في تعليمية اللغة العربية في المنظومة التربوية الجزائرية |
| المؤلف الرئيسي: | Khelifi, Khayreddine (Author) |
| مؤلفين آخرين: | Hamzaoui, Hafida Elachachi (Co-Author) |
| المجلد/العدد: | مج14, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | ديسمبر |
| الصفحات: | 708 - 726 |
| DOI: |
10.52127/2240-014-002-054 |
| ISSN: |
2170-1717 |
| رقم MD: | 1534236 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Differentiated Instruction | Differences | Inclusive | Learner-Centered | Needs
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
It is widely recognized among researchers and practitioners that one-size-fits-all teaching is less effective in meeting learners’ diverse needs than learner-centered approaches. Therefore, the shift toward a learner-centered paradigm through differentiated instruction has become a transformative teaching practice that addresses this issue. By tailoring their instruction to individual needs and differences, teachers can create inclusive, learner-centered environments where every learner can thrive. Through reviewing the literature, this article aims to provide a comprehensive understanding of differentiated instruction by exploring its core concepts and fundamental principles in light of the learner-centered paradigm. Drawing on existing research and best practices, it also seeks to provide teachers with insights and practical strategies to implement differentiated instruction effectively in their classrooms. |
|---|---|
| ISSN: |
2170-1717 |
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