Guidelines to Assist the Implementation of Differentiated Learning Activities in South African Secondary Schools

Autor/in	de Jager, Thelma
Titel	Guidelines to Assist the Implementation of Differentiated Learning Activities in South African Secondary Schools
Quelle	In: International Journal of Inclusive Education, 17 (2013) 1, S.80-94 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.580465
Schlagwörter	Foreign Countries; Secondary School Teachers; Student Teacher Attitudes; Student Teachers; Student Diversity; Questionnaires; Teacher Surveys; Individualized Instruction; Inclusion; Barriers; Teaching Methods; Interviews; Learning Activities; Curriculum; Educational Resources; Teacher Collaboration; Faculty Workload; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Individualisierender Unterricht; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lernaktivität; Curricula; Lehrplan; Rahmenplan; Bildungsmittel; Lehrerkooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite previous research and recommendations in South Africa, secondary-school teachers still encounter economic, social and cultural challenges in implementing differentiated learning activities in the classroom. The diversity of learners with learning barriers inevitably leads to an increase in workload for the teachers. This article draws on data generated from the research conducted in South Africa and from questionnaires completed by secondary-school teachers who identified existing challenges to implementing differentiated learning activities, as well as on student teachers who implemented three differentiated learning activities (for the slow, average and gifted learners), and reflects on their experiences of good and bad practices. The literature review and specialists' views were integrated to determine how to overcome the challenges that the implementation of differentiated learning faces. Several challenges to the implementation of differentiated learning were highlighted by the research. The research indicated that a total of 97% of teachers never or seldom use a flexible curriculum and extra time to accommodate the diverse learning needs of learners. This article provides guidelines on how to implement differentiated learning activities in secondary-school classes and offers ideas on how to start with differentiated teaching. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10