Accommodating individual differences classroom Vietnam teens sex
The fundamental question is this: How can we ensure that all students have the opportunity to learn and reach their full potential—regardless of their place of birth, family of origin, religion, gender or cognitive abilities?One common response to this challenge has been to group students with similar achievement levels into courses, study programs, or schools – a practice known as tracking.The aim is to create more homogeneous groups of students, with the assumption that this will make it easier for teachers to tailor instruction to students’ needs.Most school systems in developed countries practice some form of tracking, in particular in secondary schools. Germany, Switzerland, Belgium), students of different achievement levels even attend separate secondary schools. the US, the UK, Portugal), students go to the same school but are grouped by ability for some or all of their subjects.But we should also note that adaptive teaching involves certain risks.
Even more alarming, the assignment to a given track is often biased by race or social class.Some may be working independently, while others are engaged in learning with their peers, and still others are being introduced to new subject matter by the teacher.Low-achieving students will receive more guidance and structured support from teachers than high-achieving students, who are more capable of working on their own.While adaptive teaching certainly seems promising, it is imperative to identify the conditions under which it is likely to be effective.Because adaptive teaching is still relatively uncommon, it has been difficult to conduct systematic observations.
There are, however, a number of innovative schools around the world that are applying a micro-adaptive approach to teaching.