Introduction
Differentiated learning involves tailoring the learning strategy to expand students’ skills, regardless of their initial capabilities. All learners benefit from differentiation, including those who are gifted and those who are underachieving (Hall et al., 2003). Various strategies allow students to understand the value of learning and make a personal contribution, increasing differentiation. Planning effective strategies involves a clear understanding of the skills and abilities of students at a given stage (Hall et al., 2003). Differentiated learning strategies employed in teaching foreign languages have a positive impact on students’ motivation and academic performance.
Description
The teacher should develop tasks according to the student’s level of preparation. Since foreign-language groups, as a rule, consist of students with varying levels of language proficiency, the teacher must create teaching materials that cater to all presented levels. Teachers can enhance student relationships by implementing differentiated learning activities that consider students’ characteristics, needs, and interests (Van Geel et al., 2019). One of the forms of activity that contributes to differentiation is the development of several groups of tasks on the same topic.
The grammar of a foreign language usually seems complicated for students, so this exercise should be used to a particular extent for differentiation. For example, when studying the degrees of comparison of adjectives in the English language, the teacher can create three exercises to test the students’ knowledge. The first exercise will consist of the simple formation of degrees of comparison from given adjectives. The second exercise involves opening brackets in the context of a sentence, using the desired degree of comparison of adjectives.
Finally, the third exercise aims to translate adjectives in various degrees of comparison from the student’s native language into English. Students who choose the first option focus on completing a simple task with clear instructions. The second option is more suitable for those who better absorb information in the context of its application. The third exercise will be easier for students who are aware of interlingual connections. In this way, each student will have the opportunity to demonstrate their knowledge based on personal preferences.
In case of inability, the assignment should be adapted for all groups of students who may find it challenging to complete in writing. With such students, the task can be sequentially completed orally. The adaptation of the task may include use as homework or during a distance lesson.
In this case, the teacher can add cards with answer options that the student will drag and drop into the offer window. Many students find it easier to perceive knowledge if it is demonstrated visually. Students may be asked to make a pyramid, reflecting the transition of adjectives in degrees of comparison.
The exercise can be simplified depending on the class’s needs: simplification implies the presence of answer options or hints. The proposed exercise is differentiated, as it invites students to independently choose the type of performance, level of difficulty, and method of execution. Students with different abilities will demonstrate their knowledge of the topic being studied conveniently, which will improve academic performance and awareness of their responsibility for learning.
The Role of Technology
The use of remote task completion technology increases the availability of learning for students who are unable or unwilling to attend face-to-face classes. Differentiation provides a choice of learning strategies when passing the same topic and performing similar but individually oriented tasks. Computer technology makes it easier to turn learning into a game process, thanks to which many students absorb information better.
The presented example of an exercise on the degree of comparison of adjectives can be implemented within the active screen, with the requirement to move the proposed words into sentences or make a pyramid of degrees of comparison. The role of technology in education is closely related to the sharp popularization of the distance form, making it possible to increase the accessibility of education (UNESCO, 2020). Many students will respond more favorably to completing a task on a computer, which has become a familiar learning tool, than on traditional paper.
Limitations
The limitation of activities aimed at differentiated learning can be a lack of resources and time. With the pace of modern education, teachers may not have time to develop an appropriate methodological program for each topic covered. Expanding accessibility through the implementation of distance learning can be challenged by the lack of funds. Expensive computers, microphones, and webcams can become a barrier separating students along socioeconomic lines.
Conclusion
Differentiated learning is essential for developing skills and disclosing each student’s abilities, regardless of their physical and mental capabilities and level of training. One strategy for differentiated learning can be the development of exercises divided by difficulty levels, forms of execution, and achievable skills. In this way, students can demonstrate the acquired knowledge at a level accessible to them. However, this system is complicated by the lack of time to develop methodological materials and the possible lack of technical means.
References
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. United Nations.
Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School effectiveness and school improvement, 30(1), 51-67.