Browsing by Subject "eriyttäminen"

The aim of this study was to examine inclusive teaching and its effects on the learning of mathematically gifted students. When talking about inclusion, a lot of emphasis is placed on students who need support, and gifted students are easily ignored. According to the Finnish Constitution (731/1999), 16§, everyone must be guaranteed an equal opportunity to receive education according to their abilities and special needs. The coverage of the topic largely focuses on the workload of inclusion and the work burnout of teachers. Previous studies have shown that teachers approach inclusion from many points of view, but without sufficient resources, its implementation can even harm students' learning. I also base my research on different talent theories. The aim of the study is to find out teachers' experiences of implementing inclusion and the differentiation it requires. The goal is to understand how teachers apply inclusive teaching in practice and how they consider the needs of gifted students in inclusive mathematics teaching. I collected the research material by interviewing six Finnish classroom teachers and one mathematics subject teacher. The interviews were carried out using a semi-structured method. I used a qualitative phenomenographic research sample to analyze the data, on the basis of which I formed the description categories used in the results section. The research results showed that all the interviewed teachers agreed that there is an important ideology behind inclusive teaching, but that it is difficult to implement in practice due to the lack of resources. The planning and implementation of inclusive teaching requires a lot from teachers, because the materials and teaching methods should be thought out individually for each student. The use of a special teacher and small group teaching were seen as a solution, especially in inclusive mathematics teaching. According to the results, the characteristics of mathematically gifted students were speed in doing tasks, and especially verbal mathematical problems did not present challenges to the students. Differentiation was carried out with the help of different games, puzzles, additional handouts, paired tasks and verbal math tasks. Based on the results, the implementation of inclusion at the desired level does not work to the advantage of every student with the current resources.

Objectives. Differentiating instruction is a topical issue, since the criteria of basic education curriculum in 2014 emphasizes individual learning and child-oriented approach. Also, the three-tier support model as well as inclusion have created a need for segregation of schools. Educational differentiation by means of support for the learning process, it is possible to individually. The research task is to become familiar with aspects that previous studies and research literature offer the teacher's pedagogical thinking and differentiation of teaching. The teacher's pedagogical thinking forms the basis for the functioning of the teacher in the classroom, and is therefore of great relevance. Methods. This descriptive study was conducted as a literature review. Information retrieval was initiated electronically network and a virtual library and flip through seeking new per-spectives on pedagogical thinking and differentiation of teaching. A search will aim was to find primary sources mm. individual works, studies, articles and theses. Sources evaluated critically. Previous studies and literature gave an idea of the available literature, the main researcher names, as well as helped to limit the subject. Results and conclusions. Several studies on differentiation showed that educational differ-entiation has many positives both the individual and community school attendance and learning-enhancing effects. Several studies have differentiated the teachers teaching in the whole learning process in many different ways. Their attitude was almost always positive, even if many of them experienced the separation of teaching strategies in demanding lack of training, limited resources and the provision of appropriate teaching materials due to the low level. Also the upward differentiation was considered challenging.

This thesis researches methods teachers use to take into account dyslexic students in class. The subject has not been studied previously in detail. It has been examined what teachers think of dyslexia these pupils in class. I am dyslexic and I have experienced that dyslexia is not taken into account enough in class. Based on this experience, I wanted to study the topic further. However, there are many methods that support dyslexia, for example differentiation, remedial teaching, simultaneous teaching, cooperation with the special needs and aids. My thesis is a case study. I interviewed three teachers from the metropolitan area. All of them have experience in teaching dyslexic. They were the individual interviews, which are transcribed. In the interviews I try to find out what are the means by which they will take into account the dyslexic class. The themes of the interview were differentiation, the teacher's own activities in class, simultaneous teaching, aids and cooperation with the rest of the school staff. The results of this bachelor thesis showed that each interviewed teacher consider dyslexic students in class. All had in common co-operation with special education teacher. Everyone said they use a variety of tools; their use showed the differences between the interviewees. Teachers told to use simultaneous teaching and other means of differentiation.

The purpose of this study was to examine mathematically gifted students in a teacher’s point of view. The students examined were on a second grade. Research questions were: 1. How does the teacher’s define gifted students? 2. How should the mathematically gifted second graders education be differentiated? 3. What do the teachers think about the differentiation methods used? The differentiation methods that were used were strategy games and problem-solving tasks. The theory is about giftedness and especially mathematical giftedness. Three giftedness theories that help to describe the diversity of giftedness are introduced. The second theory chapter is about differentiation. The study is a qualitative research. There were four teachers participating. Each one got two differentiation methods to try. After the trial period the teachers were interviewed about the methods and giftedness. They were also interviewed about the differentiation methods that they may have used before the research. The interviews were transcribed and analyzed with content analyses. The answers were categorized based on the interview themes. The teachers defined that gifted student is someone who has specific skills in some areas. They also said that gifted student is fast and has the ability and desire to solve problems and find more information. Based on the information received from the research, teaching of mathematically gifted students should be differentiated by giving the appropriate level of activities. Methods tested during the trial period were found useful, but not in a context of differentiation. The teachers thought that the methods were helpful and all of the teacher told that they will use them again later.

Students who study in the Finnish basic education have a variety of different needs for education support. The three-level support model is used to respond to the individual needs. Craft subject differs from other subjects in its practical nature. It also emphasizes student's own responsibility for learning. Therefore there are different needs for education support in craft lessons than in other subjects. The aim of this study is to increase knowledge about education support needs in craft lessons in basic education and how teachers respond to those needs with support measures. This study was carried out as a case study. Four craft teachers who work within basic education were interviewed. All the teachers had students who needed general, intensified and special need in their classrooms. The transcribed data was analysed using theory-driven content analysis. Craft teachers recognized several different education support needs. The needs that kept the teachers the busiest were challenges in executive functions and behavior. These challenges linked to students' self-regulation and attention. The three-level support model was not explicit in craft lessons because the education support needs that emerge in craft lessons differ from the needs of other subjects. The teachers used a variety of support measures, the most important being differentiation which allows the teachers to individualize learning objectives, exercises and instructions according to the individual needs of the students. Also remedial teaching, co-education, special needs assistant, aids for disabled students and guidance of teacher were important support measures. The teachers found support measures helping the whole classroom, not only students with the need for education support.

Tutkimuksen tarkoituksena on selvittää, miten suullista kielitaitoa harjoitetaan sekä eriytetään kommunikatiivisessa saksa vieraana kielenä -opetuksessa. Tämä kvalitatiivinen tapaustutkimus toteutettiin Berliinissä eräässä yksityisessä kielikoulussa, joka tarjoaa saksa vieraana kielenä kursseja aikuisille oppijoille eri puolilta maailmaa. Tutkimukseen osallistui yhteensä kolme A2-tason opetusryhmää sekä heidän opettajansa. Tutkimusaineisto koostuu oppituntiobservoinneista, kurssiosallistujakyselystä sekä puolistrukturoidusta opettajien teemahaastattelusta. Observointien tavoitteena oli selvittää, miten suullista kielitaitoa harjoitellaan oppituntien aikana sekä mitä eriyttäviä metodeja puheen harjoituksessa käytetään. Haastattelun avulla kartoitettiin kurssiopettajan näkemyksiä ja ajatuksia suullisen kielitaidon merkityksestä sekä eriyttävästä opetuksesta. Lisäksi kerättiin kurssiosallistujien kokemuksia kielikurssin suullisen kielitaidon opetuksesta kyselylomakkeen avulla. Tutkimuksen materiaalin analyysin metodina hyödynnettiin sisällön analyysia. Tutkimuksen teoriaosuudessa luodaan katsaus saksa vieraana kielenä (DaF) ja saksa toisena kielenä (DaZ) tutkimusalaan sekä tarkastellaan kielenoppimista aikuisen kielenoppijan näkökulmasta. Lisäksi perehdytään keskeisiin suullisen kielitaidon opetuksen suuntauksiin vieraan kielen opetuksessa niin yleisesti kuin eriyttämisen näkökulmasta. Teoriaosuudessa tarkastellaan tämän lisäksi heterogeenisyyden sekä eriyttämisen käsitteistä sekä luodaan katsaus eriyttämisen keskeisiin teorioihin. Tutkimuksen perusteella voidaan todeta, että tutkimukseen osallistuneet kolme opettajaa hahmottavat eriyttämisen käsitteen hieman eri tavoin sekä hyödyntävät suullisen kielitaidon opetuksessa erilaisia eriyttämisen keinoja. Näitä ovat esimerkiksi vaihtelevat työskentelymuodot niin pareittain kuin ryhmässä, avoimet keskustelutehtävät, opettajan tuki tehtävien teon aikana, kielellinen tukimateriaali sekä kvalitatiivisen että kvantitatiivisen eriyttämisen keinot. Edellä mainitut eriyttävät opetusmetodit viittaavat opetuksen sisäisiin eriyttämisen keinoihin (saksaksi innere Differenzierung). Näiden lisäksi opettajien vastauksissa nousevat esiin myös ulkoisen eriyttämisen keinot (saksaksi äußere Differenzierung). Kaikki tutkimukseen osallistuneet kolme opettajaa toteuttavat eriyttämistä reaktiivisesti. Eriyttämisen haasteina mainittiin tilahaasteet, ajan- ja materiaalien puute sekä heterogeeniset opetusryhmät. Kurssiosallistujakyselyn perusteella selviää, että suurin osa kaikkien kolmen kurssin osallistujista koki suullisen kielitaitonsa parantuneen kielikurssin aikana. Kysymyksissä liittyen suullisten tehtävien monipuolisuuteen sekä suullisen kielitaidon harjoittamiseen opetuksessa on hajontaa eri kurssien välillä, mutta suurin osa vastaajista koki, että kurssilla tehdään paljon ja monipuolisesti suullisia tehtäviä.