Differentiating Instructions by Using Multiple Teaching Ways in Reading Classes
| المصدر: | زانكو - الإنسانيات |
|---|---|
| الناشر: | جامعة صلاح الدين |
| المؤلف الرئيسي: | Celik, Suleyman (Author) |
| المجلد/العدد: | مج20, ملحق |
| محكمة: | نعم |
| الدولة: |
العراق |
| التاريخ الميلادي: |
2016
|
| الصفحات: | 263 - 268 |
| ISSN: |
2218-0222 |
| رقم MD: | 771528 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Differentiated Instruction | Learner Diversity | Multiple Intelligence | Motivation | Reading Skills
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Learner diversity awareness in the classroom helps the teachers to adopt their instructional methods to the students’ needs. Differentiated instruction approach focuses on the academic success of individual learners or small groups learners. Since not all the learners alike and needs and learning styles are different from each other, teachers can differentiate their teaching ways by taking into consideration of that learner diversity. One way of implementing differentiated instruction in the classroom is using Multiple Intelligence teaching strategies to accommodate the learning needs of all students. This study examines how Multiple Intelligence teaching strategies used as differentiated instructional methods and how it fosters the English Language Preparatory School students’ improvement in reading classes. A questionnaire and an interview were used to collect date about students’ perceptions of differentiated instruction, their attitudes toward reading, and motivation for reading. The results of the research show that the students from different academic level gained and improved their reading skills. All those different learners had a positive attitude toward reading, more confident and motivated. Thus, it can be concluded that implying multiple intelligence teaching ways as differentiating the instruction improves the students’ self confident, motivation and success. |
|---|---|
| ISSN: |
2218-0222 |
عناصر مشابهة
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