Browsing by Subject "opetuksellinen eriyttäminen"

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.