Browsing by Subject "opetuksellinen eriyttäminen"

Objectives. The differentiation of teaching is again a topical issue due to the imperative of differentiation of the basics of the curriculum for basic education in 2014. Implementation of the inclusion and the three-step support model also requires the differentiation of the teaching. The purpose of this study was to find out the teaching methods of teaching differentiation. In addition, obstacles to differentiation were studied. Methods. The study was focused on one of the Primary Schools in Vantaa. The research material was collected through a questionnaire. The questionnaire contained both structured and open questions. The questions were drawn on the basis of previous studies and the theory of knowledge. Questionnaires were distributed to the class and subject teachers of that school. The questionnaire was answered by 11 teachers (N = 11). 10 of them were women and one man. The respondents' age distribution was wide. The material was analyzed by means of deductified content analysis. Results and Conclusions. As many previous studies on pedagogical differentiation showed, pedagogical differentiation makes it possible to take the student into a heterogeneous group. With the development of teacher's pedagogical thinking, it is growing courage to experiment with a variety of pupil-centered pedagogical methods at a practical level. The results of this study showed that teachers differentiated their teaching throughout the learning process in many different ways. Teachers felt the need for differentiation in teaching. Particular attention was paid to the separation of inferior students. Their attitudes were almost invariably positive, though many of them found separation as a teaching strategy demanding due to inadequate training, limited resources, and the scarcity of appropriate teaching materials.