AN ISSUE OF DIFFERENTIATED INSTRUCTION UNDER THE INDIVIDUALISATION OF EDUCATION TENDENCY. REFLECTIONS OF THE AMERICAN, UKRAINIAN AND CHINESE SCHOLARS
The paper seeks to synthesize the research on the rationale supporting differentiated instruction. The article focuses on the basic theoretical concepts, scientific approaches and guidelines of the American, Ukrainian and Chinese educators on the issue of differentiated instruction and its implementation in secondary education. The scholars determine differentiated instruction as a teacher's reacting responsively to a learner's needs. The overriding objective of a differentiated classroom is to create conditions that would enable students to grow and develop, track their individual success to ensure they reach their potential in academic performance. Broadly supported concept that all students are unique, differentiated instruction applies an approach to teaching and learning that gives learners plenty of alternatives for receiving information, understanding and interpreting essential ideas. Most of researchers emphasize that using of differentiation strategy is targeted at maintaining students’ educational potentials and academic progress. Both Ukrainian and foreign researchers scholars emphasize that the differentiated instruction improves schooling by taking into consideration students’ individual and cultural learning styles, realizes that some students will require appropriate expectations. Educational differentiation offers various ways for students to study a subject and translate that knowledge into concrete, effective and targeted action. Particular emphasis in the article is on practical proposals how to start using differentiated instruction in the schooling process. The author of the article therefore examines key principles of quality differentiation and useful steps for planning and developing the differentiated lessons.
differentiated instruction; effective teaching; general secondary education; learning environment