Luận văn differentiation and catering for differing intelligences of students in the classroom an experimental research at a primary school in ha noi

According to BBC active 2010}, differentiation is defined by the Training and Development Agency TDA for schools as “the process by which differences between leamers are accommodated so

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY GF POST-GRADUATE STUDIES

LƯU THỊ MAI THANH

DIFFERENTIATED INSTRUCTION FOR STUDENTS:

OF DIFFERENT INTELLIGENCES— AN EXPERIMENTAL STUDY

AT A PRIMARY SCHOOL IN HANOL (Phương pháp dạy học phân loại học sinh theo những kiểu trí thông mình khác nhau — một nghiền cửu thực nghiệm tại một

trường tiểu học ở Hà Nội.}

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 8140231.01

HANOI, 2018

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY GF POST-GRADUATE STUDIES

LƯU THỊ MAI THANH

DIFFERENTIATED INSTRUCTION FOR STUDENTS:

OF DIFFERENT INTELLIGENCES— AN EXPERIMENTAL STUDY

AT A PRIMARY SCHOOL IN HANOL (Phương pháp dạy học phân loại học sinh theo những kiểu trí thông mình khác nhau — một nghiền cửu thực nghiệm tại một

trường tiểu học ở Hà Nội.}

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 8140231.01

Supervisor: Dr Nguyén Thi Ngoc Quynh,

HANOI, 2018

TABLE OF CONTENTS DECLARATION

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

LIST OF TABLES AND FIGURES

Figure 1 Multiple intelligence domains by McKenzie (2002, p 156)

‘Table 1 Rehability Statistics of Multiple Intelligence survey

Figure 2 Distributions of Multiple Intelligences

Figure 3 Mean scores of MI preferences

Figure 4 Mean seares and Standard deviatinn of MI frequencics

Figure 5: Paired samples statistics of Class 1

Figure 6 A score comparison between pre-test and post-test of Class 1

Figure 7 Paired samples statistics of Class 2

Figure 8, A score comparison between pre-test and post-test of Class 2

iv

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

2.1.2, A description of the leachers eeeeeeeerirriirrrrriee 19

3.2 The results of pre-test and post test 30

3.3 The result 0f ÌNferVi€ĐS +seeerrrrerrrirrrrerre ~-38

3.4 Implications

APPENDIX I1

LIST OF ABBREVIATIONS

Mi: Malliple intelligence(s}

SPSS: Statistical Package for Social Science

iti

Lass"

I certify that the thesis is the result of my own research and the

substance of the thesis has not, wholly or in part, been submitted for a degree

to any other university or institution Where other sources of information have

been used, they have been indentified and acknowledged

Hanoi, December 2018 (Femawsd:tngehunwdsuea `

Luu Thi Mai Thanh

LIST OF ABBREVIATIONS

Mi: Malliple intelligence(s}

SPSS: Statistical Package for Social Science

iti

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

2.1.2, A description of the leachers eeeeeeeerirriirrrrriee 19

3.2 The results of pre-test and post test 30

3.3 The result 0f ÌNferVi€ĐS +seeerrrrerrrirrrrerre ~-38

3.4 Implications

APPENDIX I1

ABSTRACT

According ta Rilis (1985) second language leamers are different in speed and results So the purpose of this study was to find the best way for teachers to cater much better for every single student The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty cight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group The instruments included mulhple inlelhgence survey Cor, typical activities for different muluple intelligence types, one pre-Lest and one post-test; interviews and observations ‘the one experiment group design was used wilh subjecl

‘Meamwhile, percentage and index were used to analyze the collected data

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

Lass"

I certify that the thesis is the result of my own research and the

substance of the thesis has not, wholly or in part, been submitted for a degree

to any other university or institution Where other sources of information have

been used, they have been indentified and acknowledged

Hanoi, December 2018 (Femawsd:tngehunwdsuea `

Luu Thi Mai Thanh

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

Lass"

I certify that the thesis is the result of my own research and the

substance of the thesis has not, wholly or in part, been submitted for a degree

to any other university or institution Where other sources of information have

been used, they have been indentified and acknowledged

Hanoi, December 2018 (Femawsd:tngehunwdsuea `

Luu Thi Mai Thanh

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

LIST OF TABLES AND FIGURES

Figure 1 Multiple intelligence domains by McKenzie (2002, p 156)

‘Table 1 Rehability Statistics of Multiple Intelligence survey

Figure 2 Distributions of Multiple Intelligences

Figure 3 Mean scores of MI preferences

Figure 4 Mean seares and Standard deviatinn of MI frequencics

Figure 5: Paired samples statistics of Class 1

Figure 6 A score comparison between pre-test and post-test of Class 1

Figure 7 Paired samples statistics of Class 2

Figure 8, A score comparison between pre-test and post-test of Class 2

iv

LIST OF ABBREVIATIONS

Mi: Malliple intelligence(s}

SPSS: Statistical Package for Social Science

iti

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

ABSTRACT

According ta Rilis (1985) second language leamers are different in speed and results So the purpose of this study was to find the best way for teachers to cater much better for every single student The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty cight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group The instruments included mulhple inlelhgence survey Cor, typical activities for different muluple intelligence types, one pre-Lest and one post-test; interviews and observations ‘the one experiment group design was used wilh subjecl

‘Meamwhile, percentage and index were used to analyze the collected data

ABSTRACT

According ta Rilis (1985) second language leamers are different in speed and results So the purpose of this study was to find the best way for teachers to cater much better for every single student The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty cight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group The instruments included mulhple inlelhgence survey Cor, typical activities for different muluple intelligence types, one pre-Lest and one post-test; interviews and observations ‘the one experiment group design was used wilh subjecl

‘Meamwhile, percentage and index were used to analyze the collected data

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

ACKNOWLEDGEMEXTS

First and foremast, T would like to send my deepest gratitude to my supervisor, Dr Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study T am also gratefial to her for reading my manuscript and helping me make necessary changes,

I would also like to all of the members in Post-graduate Department of

‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program,

Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my

study time

Henwi, December 2018

Law Thi Mai Thanh

LIST OF TABLES AND FIGURES

Figure 1 Multiple intelligence domains by McKenzie (2002, p 156)

‘Table 1 Rehability Statistics of Multiple Intelligence survey

Figure 2 Distributions of Multiple Intelligences

Figure 3 Mean scores of MI preferences

Figure 4 Mean seares and Standard deviatinn of MI frequencics

Figure 5: Paired samples statistics of Class 1

Figure 6 A score comparison between pre-test and post-test of Class 1

Figure 7 Paired samples statistics of Class 2

Figure 8, A score comparison between pre-test and post-test of Class 2

iv

Lass"

I certify that the thesis is the result of my own research and the

substance of the thesis has not, wholly or in part, been submitted for a degree

to any other university or institution Where other sources of information have

been used, they have been indentified and acknowledged

Hanoi, December 2018 (Femawsd:tngehunwdsuea `

Luu Thi Mai Thanh

Lass"

I certify that the thesis is the result of my own research and the

substance of the thesis has not, wholly or in part, been submitted for a degree

to any other university or institution Where other sources of information have

been used, they have been indentified and acknowledged

Hanoi, December 2018 (Femawsd:tngehunwdsuea `

Luu Thi Mai Thanh

2.1.2, A description of the leachers eeeeeeeerirriirrrrriee 19

3.2 The results of pre-test and post test 30

3.3 The result 0f ÌNferVi€ĐS +seeerrrrerrrirrrrerre ~-38

3.4 Implications

APPENDIX I1

LIST OF TABLES AND FIGURES

Figure 1 Multiple intelligence domains by McKenzie (2002, p 156)

‘Table 1 Rehability Statistics of Multiple Intelligence survey

Figure 2 Distributions of Multiple Intelligences

Figure 3 Mean scores of MI preferences

Figure 4 Mean seares and Standard deviatinn of MI frequencics

Figure 5: Paired samples statistics of Class 1

Figure 6 A score comparison between pre-test and post-test of Class 1

Figure 7 Paired samples statistics of Class 2

Figure 8, A score comparison between pre-test and post-test of Class 2

iv

2.1.2, A description of the leachers eeeeeeeerirriirrrrriee 19

3.2 The results of pre-test and post test 30

3.3 The result 0f ÌNferVi€ĐS +seeerrrrerrrirrrrerre ~-38

3.4 Implications

APPENDIX I1

2.1.2, A description of the leachers eeeeeeeerirriirrrrriee 19

3.2 The results of pre-test and post test 30

3.3 The result 0f ÌNferVi€ĐS +seeerrrrerrrirrrrerre ~-38

3.4 Implications

APPENDIX I1

PART 1: INTRODUCTION

‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study Il also provides @ chapter by chapler overview of the thesis

1 Rationale

Differentiation scems to have become a very familiar term that many leachers have ficard However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest

According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming” In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes

However, according to Stradling and Saunders (1993), differeutiation is

a pedagogical, rather than an arganizational approach Tifferentiation shapes

an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a

classroom (Beme, 1999: Tomtinson, 1999)

When teachers follow differentiated instruction, they become instructors not speakers in the class ‘Therefore they give their students a higher chance of practicing and sharing their ideas in every lesson Thus,

ABSTRACT

According ta Rilis (1985) second language leamers are different in speed and results So the purpose of this study was to find the best way for teachers to cater much better for every single student The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty cight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group The instruments included mulhple inlelhgence survey Cor, typical activities for different muluple intelligence types, one pre-Lest and one post-test; interviews and observations ‘the one experiment group design was used wilh subjecl

‘Meamwhile, percentage and index were used to analyze the collected data