Curriculum differentiation for diverse learners. Transforming teacher practices.

Autor/in	Hadebe-Ndlovu, Blanche Ntombizodwa
Titel	Curriculum differentiation for diverse learners. Transforming teacher practices.
Quelle	Aus: Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.): Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective. Leiden: Brill Sense (2021) S. 335-353 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 349-353
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Lehrerbildung; Lernen; Lernschwierigkeit; Curriculum; Curriculumentwicklung; Afrika; Südafrika (Staat)
Abstract	In contemporary education, differentiation approaches present techniques for unique individual learners, in order to provide opportunities for optimal learning. The unevenness of differentiation is most evident in an attempt to expand the attainment of the tailoring of curriculum to meet the needs of learners. Curriculum differentiation in South Africa developed because learners are diverse, therefore require individualised approaches. In many countries, curriculum differentiation is thought of as an approach aimed at serving learners with learning challenges within general education settings. However, in South Africa, understanding curriculum differentiation in learning demonstrates individuality in learners and their learning, whilst the learners are supported in order to improve their academic achievement. Results of curriculum differentiation indicated that foundation-phase teachers are aware of the differentiated approaches, planning of lessons and materials for teaching and learning. Therefore, they perceived differentiation as a beneficial approach to teaching diverse academic learners. Such also promotes better, more enjoyable, and more satisfactory learnercentred teaching and learning sessions. Instead of having organised and systematic lesson planning, however, the findings revealed that the process of designing, planning, and implementing lessons for the foundation-phase learners, further capacitates the teacher on various curriculum needs. Further findings also suggested that, in order to have successful lesson implementation in classrooms, teachers need ongoing workshops. The purpose of this differentiated instruction chapter is to provide quality teaching for all learners. Curriculum differentiation is identified in many education systems as one of the significant barriers to development of a more inclusive system curriculum.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1