Teaching Vocabulary Through Differentiated Instruction

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by anaguamant
Last updated 5 years ago

Discipline:
Resources & Tools
Subject:
Lesson Planning
Grade:
12

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Teaching Vocabulary Through Differentiated Instruction

Teaching Vocabulary Through Differentiated Instruction: Insights from Multiple Intelligences and Learning Styles

To see if using differentiated instruction would have a positive effect on students' vocabulary learning in mixed ability classes.

Examples of VAK Tests3 examples in the handout 1 in Spanish- beginnershttp://inspvirtual.mx/espm30/alumnos/vark1.php-> Use your hand-out --> Answer the 5 first questions ---> SendResults/option to share by email.

Instruments: PET: For Homogenizing= Same level of proficiencyIntermediate Vocabulary Test: Pre-test and Post-testMultiple Intelligence Test: 34 questions based on Howard Gardner's MI Model.VAK Learning Styles self-assesment questionnaire

How?

Purpose

60 Iranian intermediate female English learners Iran Language Institute (ILI)Age: 15-20

Site &Sample

- Mixed ability classes: Classes where students are diversed regarding to their different intelligences and styles.-VAK: It stands for Visual, auditory and kinesthetic.-PET: It stands for Preliminary English Test, is an intermediate level qualification. It shows you are able to use your English language skills for work, study and travel.

Key words

Authors: Parviz Alavinia & Sima Farhady

Visual-spatial intelligence group had the best performance in terms of vocabulary achievement test.Difference among the performance of five different groups of multiple intelligences is statistically significant

-2 groups of 30 participants (control and experimental)-In both, they were grouped based on intelligences and learning styles.-In 17 sessions -90 minutes-Differences in instruction: traditional way for control groupDI for experimental group

Qualitative component in this research: Observation --> see if DI was implemented and interactions/reactions of SS.

Study

Findings

Comparison b/pretest and postest= indicative of the noticeable change in the participants’ performance in the experimental class

Remarks

This study -> great importance for teachers interested in DIEvidence of positive impacts on the process of learningSource of encouragement for DI teachersDi has many challenges-> teachers willing to devote time, energy and resources to implement a successful programAbsolutely worthwile endeavor Conclusion: DI had a positive effect on the process of learningObservation: Participants in EG felt more comfortable and confident -> capability of achievement.Empowered learners


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