Phát triển kỹ năng dạy học phân hóa cho giảng viên trường cao đẳng tom tat tieng anh

The subjects of the study: The relationship between the elements of differentiated instruction skills and the teaching activities of college lecturers in this study was approached in ter

1 Rationale

Differentiated instruction is the requirement, the principle ofteaching and also the measure of teaching in general and teaching atthe training level in particular, which orients the learner to promotetheir subjective roles in academic activities Differentiated instruction

is one of the measures to promote the activeness of learners inlearning Today's teaching must be transformed from providingtheoretical knowledge to the core process of personal capacitybuilding, enabling learners to develop their self-learning capabilitiesand lifelong self-learning capabilities, and to adapt to all changes inlife

1.2 Over the past years, professional education and vocationaltraining in our country have seen strong developments in the number

of training institutions, teaching staff and learners However, to meetthe requirements of innovation and international integration,vocational education still has many limitations that need to beovercome One of these limitations is that the teaching methodstowards the development of individual learners' capacity, theapplication of positive teaching methods and techniques and theemphasis on self-learning methods have not been widelyimplemented Moreover, the majority of lecturers of colleges,especially of vocational colleges have not been trained inpedagogical professional skills, and they lack differentiatedinstruction skills, so the urgent requirements of colleges are to formthe pedagogical professional skills for these lecturers to improve thequality and effectiveness of teaching

1.3 However, the quality and effectiveness of developingdifferentiated instruction skills for college lecturers is only assuredwhen implemented on the premise of scientific theories and realityissues This is also the reason for choosing the topic for this doctoraldissertation, a section of which is concerned with applying theories

of differentiated instruction and differentiated instruction skills tosolve a practical problem, that is to develop differentiated instruction

skills for college lecturers The dissertation topic is: “Developing the skill of giving differentiated instruction for college lecturers”.

2 Purpose of the study: Based on theoretical and practical research,

the dissertation has proposed measures to develop differentiatedinstruction skills for college lecturers to help them well perform thetasks of lecturers in teaching activities in colleges, contributing to theimprovement of vocational training quality at Vietnamese colleges

3 The subjects and objects of study

- The objects of the study: Teaching activities of lecturers at

colleges

- The subjects of the study: The relationship between elements

of differentiated instruction skills and the teaching activities ofcollege lecturers

4 The scope of the study

4.1 The subjects of the study: The relationship between the

elements of differentiated instruction skills and the teaching activities

of college lecturers in this study was approached in terms of their roleand function

4.2 The location and time of the study: Practical research wascarried out at Ho Chi Minh City College of Economics andTechnology, Lam Dong College of Economics and Technology, andBen Tre College The study was carried out during the period fromthe academic year 2010 - 2011 to the academic year 2016 - 2017

4.3 The participants of the survey and the experiment: The

participants of the survey are managers, college lecturers, specialists,scientists in the field of the research The participants of theexperiment are the three colleges mentioned above

5 Scientific hypothesis

One of the limitations that affect the quality of training atcolleges is that the teaching skills of the faculty are not welldeveloped in a scientific and effective way If measures are proposed

to influence the structural elements of differentiated instruction skillsand in accordance with the mechanism of teaching skillsdevelopment, differentiated instruction skills will be developed forcollege lecturers to meet the requirements of renovating currentvocational education

6 Research tasks

6.1 Theoretical research: Review domestic and foreign

research on the development of differentiated instruction skills ingeneral and those of college lecturers in particular; Review theories

on teaching skills, differentiated instruction and teaching methods forlecturers to develop tool concepts and set up the theoreticalframework for the research on differentiated instruction skills anddevelopment of differentiated instruction skills for college lecturers

6.2 Practical research: Investigate the current situation of

teaching at colleges from the perspective of differentiated instruction;Propose and develop a set of criteria for assessing differentiatedinstruction skills of the college lecturers and the status of developingdifferentiated instruction skills for college lecturers

6.3 Study and propose measures to develop differentiated instruction skills for college lecturers: Propose measures to develop

differentiated instruction skills for college lecturers The proposedmeasures are tested and experimented pedagogically to confirm theirnecessity, feasibility and effectiveness in improving differentiatedinstruction skills for college lecturers

7 Research methodology

7.1 Methodology

7.2 Specific research methods: Group of theoretical research

methods; Group of practical research methods; Group of dataprocessing methods

8 Points of protection

1) Differentiated instruction skills of college lecturers areformed and developed through the process of teaching professiontraining and their teaching practice at colleges under the influence ofspecific pedagogical conditions and contexts

2) To develop differentiated instruction skills for collegelecturers, it is necessary to use synchronous measures to influence thestructural elements and the existing level of differentiated instructionskills of the college lecturers

3) The development of differentiated instruction skills forcollege lecturers will have a direct impact on the results ofknowledge acquisition, skills training and new-employee personalityfostering of learners at colleges.

9 Contributions of the dissertation

The dissertation has:

1 contributed to enriching the theoretical foundation fordeveloping the skill of giving differentiated instruction for collegelecturers;

2 assessed the current state of differentiated instruction skills

of the teaching staff and the current situation of developing the skill

of giving differentiated instruction for college lecturers;

3 proposed feasible and effective measures to develop the skill

of giving differentiated instruction for college lecturers to meet therequirements of fundamental and comprehensive reform ofvocational education

10 Structure of the dissertation

Apart from the introduction, conclusion, recommendation, thedissertation has 3 main chapters:

Chapter 1 Theoretical background for developingdifferentiated instruction skills for college lecturers

Chapter 2 Current status of developing differentiated

instruction skills for college lecturers

Chapter 3 Measures to develop differentiated instruction skills

for college lecturers

Chapter 1 THEORETICAL BACKGROUND FOR

DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS

FOR VOCATIONAL COLLEGE LECTURERS

A Binder, Paul B Bergman & Susan M Price (1991); etc In theformer Soviet Union more than 200 studies have been published onthe particular characteristics of children and the specific approach tothe cognitive activity of students Iu.K Babanxki said thatindividualization is the most important principle of the teachingtheory Differentiated instruction is studied at two levels: macro leveland micro level

1.1.1.2 Research in Vietnam

Since the 1960s, Vietnamese schools have paid attention todifferences in teaching The term "differentiated instruction" has notyet been defined, but many studies have reflected this issue ofeducation Studies on fostering gifted mathematical students and thereality of meeting different needs of students in mathematicaleducation have been dealt with by educators like Hoang Chung(1978), Pham Van Hoan (1981) in their course books andmonographs on methods of teaching mathematics

Since the early 1980s, the issue of differentiated instruction inparticular and the issue of differentiated instruction in education ingeneral has been paid more attention to by educators This is shown

in the works of Ho Ngoc Dai (1991), Ngo Huu Dung (1996), NguyenHuu Chau (2005), Nguyen Quoc Thang (2005), Doan Duy Hinh(2006), Ton Than Nguyen Thi Thu (2014), Truong Thi Bich (2015)

Ninh Thi Bach Diep, Nguyen Van Hong (2015), Nguyen Phuong Mai(2016), Pham Viet Quynh (2017), Nguyen Dac Thanh (2017), etc.

1.1.2 Comment on the literature review

The results of the studies have confirmed the important roleand position of differentiated instruction in teaching activities in theschool Differentiated instruction is studied to make the organization

of teaching truly relevant to the nature of learning activities oflearners

(2) Research on differentiated instruction is conducted in twomain approaches: research on differentiated instruction at the macrolevel (towards the development and teaching organization for group

of learners according to the curriculum selected by the learners) and

at the micro level (towards the methods and teaching techniques atthe level of activity appropriate to the group or individual learner).(3) Research on differentiated instruction in Vietnamcompared to foreign countries is very limited and largely focuses onlearners and general education; there are not many studies ondifferentiated instruction for teachers, especially those who teach atcolleges and universities The laws of psychology and education havenot been used as a precondition for the study on differentiatedinstruction; the tendency for research on differentiated instruction isstill in favor of educational management Therefore, the task ofdeveloping differentiated instruction skills for lecturers in generaland for college lecturers in particular still has many gaps, affectingthe quality of education and training

1.2 Tool concepts

1.2.1 Differentiated instruction

Differentiated instruction is a teaching measure that helpsorganize the teaching of a particular curriculum unit suitable with theindividual or group of learners, and thus maximizes the academicperformance of the learner

1.2.2 Differentiated instruction skills

1.2.2.1 Teaching Skills: Teaching skills are the type of

teacher's professional skills that include consciousness-controlledactions that are carried out based on the teacher's biological,

psychological and social attributes in accordance with the teachingrequirements as well as other objective conditions of the teachingenvironment to achieve the actual results according to the setteaching objectives.

1.2.2.2 Differentiated instruction skills: Differentiated

instruction skill is a form of activity that is carried out consciously based on the knowledge of differentiated instruction,mobility, and the biological, psychological and social attributes of theteacher, in accordance with the teaching requirements as well asother objective conditions of the teaching environment to organizethe teaching process of each unit of specific teaching programssuitable to each group or individual learners, thereby maximizing thelearning capacity of the learner

self-1.2.3 Develop differentiated instruction skills

The development of differentiated instruction skills is theprocess of creating changes in the knowledge of differentiatedinstruction, strengthening mobility and other psychological andpsychological conditions of the instructor (such as individual needs,feelings, will and activeness, etc.) so that the instructor successfullyorganizes the teaching process for each specific unit of instructionthat is appropriate for each group or individual learner, therebymaximizing the learning capacity of learners

1.3 Theories of developing differentiated instruction skills for college lecturers

1.3.1 Scientific basis of differentiated instruction: They are

philosophical basis, psychological basis, and educational basis;

1.3.2 Teaching characteristics of college lecturers when giving differentiated instruction

- Lecturers must have adequate qualities and capacities of a specialist in differentiated instruction

- Lecturers must apply a variety of teaching methods and techniques to promote students' positive learning

- Lecturers must provide a variety of approaches with content, processes, and instructional products in a differentiated instruction approach

- Lecturers must select the appropriate form and method of organizing teaching.

1.3.3 Differentiated instruction skills and criteria for identifying differentiated instruction skills of college lecturers

1.3.3.1 Differentiated instruction skills

No Differentiated instruction skills

1 Group of skills to set up criteria for differentiated instruction by subjects

1.1 Skills to observe learners and their learning behaviors

1.2 Skills to measure the psycho-physiological characteristics of thelearner

1.3 Skills to investigate with conventional techniques

1.4 Skills to conduct scientific experiments

1.5 Skills to collect and analyze learning data

1.6 Skills to test and assess the results of knowledge acquisition, skilltraining, personality fostering of learners in differentiatedinstruction approach

2 Group of skills to lead and manage the learners and their learning activities appropriate to individuals or groups of learners

2.1 Skills to persuade and collaborate with learners

2.2 Skills to express and explain ideas to learners

2.3 Skills to encourage and motivate learners

2.4 Skills to organize classes and learning groups

2.5 Skills to manage time and learning resources

3 Group of skills to design teaching for differentiated subjects (learners/contents of teaching)

3.1 Skills to design teaching contents, learning materials and lessons3.2 Skills to design activities for learners

3.3 Skills to design teaching methods and techniques

3.4 Skills to design teaching contents, learning materials and e-learningfacilities

3.5 Skills to design learning environments

4 Group of skills to teach differentiated subjects (learners/teaching contents)

4.1 Skills to communication and behave in class

4.2 Skills to guide, control and adjust learning behavior

4.3 Skills to supervise, test and assess the learning process andoutcomes

4.4 Skills to use the teaching facilities and technologies

4.5 Skills to implement specific teaching methods and techniques

1.3.3.2 Criteria for identifying differentiated instruction skills

5 Substitutability or variability of someoperations in the skills when transferred to anothercontexts (openness)

10 Substitutability or variability of someoperations in the skills when transferred to anothercontexts (openness)

11 Fluency (little stumbling) of each operationand of the whole action from the beginning to theend of the action

5 Effectiveness

of the skill

12 The quantity and quality of the productsbrought about by the skill, accompanied by thenorm of the time taken

13 Ratio between results and cost of resources

14 The effect of the skills on personal

1.3.4.2 Contents of developing differentiated instruction skills:

Raise awareness of the important role of differentiatedinstruction skills and enhance the understanding of lecturers ondifferentiated instruction skills; Specifically define the task ofdeveloping differentiated instruction skills for lecturers related totraining activities of colleges; Organize the development ofdifferentiated instruction skills for lecturers; Evaluate the results ofdeveloping differentiated instruction skills for lecturers; Build theenvironment and create favorable conditions for developingdifferentiated instruction skills for lecturers

1.3.4.3 Forms of developing differentiated instruction skills for lecturers:

Develop differentiated instruction skills for lecturers throughthe curriculum and training contents of teacher training institutions;Develop differentiated instruction skills for lecturers through teacherretraining activities; Develop differentiated instruction skills forlecturers through the process of self-learning and self-training oflecturers; Develop differentiated instruction skills for lecturersthrough professional activities in the college and the activities tosupport colleagues to develop their profession; Develop

differentiated instruction skills for lecturers by cooperating withdomestic and foreign partners.

1.3.5 Factors affecting the differentiated instruction skills of college lecturers

Elements related to the lecturer training institutions; elementsrelated to the college lecturers themselves; elements related to thecollege

Conclusion for Chapter 1

1 Differentiated instruction is the principle, requirement andalso the teaching measure to realize the goal of maximizing thepotential of learners Research on differentiated instruction in foreigncountries as well as in Vietnam is quite abundant, but there are nostudies on differentiated instruction, especially differentiatedinstruction skills of college lecturers As the teaching activity isfundamentally changed from transferring knowledge to the learner todeveloping the learner's capacity, the research on differentiatedinstruction skills of lecturers (including college lecturers) isnecessary

2 Differentiated instruction skill is a form of activity that iscarried out self-consciously based on the knowledge of differentiatedinstruction, mobility, and the biological, psychological and socialattributes of the teacher, in accordance with the teachingrequirements as well as other objective conditions suitable to eachgroup or individual learners, thereby maximizing the learningcapacity of the learner Therefore, developing differentiatedinstruction skills for college lecturers is an inevitable and necessarydemand to improve the training quality of colleges

3 Developing differentiated instruction skills for collegelecturers is a process with complete structural elements, includingbasic elements such as objectives, contents and forms of developingdifferentiated instruction skills for lecturers; there is adequateattention to the factors that influence this process

Chapter 2 CURRENT STATUS OF DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS FOR COLLEGE LECTURERS 2.1 Overview of colleges within the scope of the dissertation

Research on the development of differentiated instructionskills for college lecturers is a universal issue for vocationaleducation in general Due to the scope of the research, we selected 3colleges typical for 3 regions in the South: the Highland, Ho ChiMinh City, the Mekong Delta They are Ho Chi Minh City College ofEconomics and Technology, Lam Dong College of Economics andTechnology, and Ben Tre College

2.2 The current status of differentiated instruction skills of college lecturers

2.2.1 Overview of the organization of research on the current status

- Research Process: Establish and standardize the scale, andthen investigate the current status officially

Table 2.1 Reliability of the scale

- Research methodology: survey is the main method

2.2.2 Results of the study on the current status

2.2.2.1 Current status of differentiated instruction skills of college lecturers

The status of performing differentiated instruction skills ofcollege lecturers (assessment by managers and lecturers); the results

of assessing differentiated instruction skills of college lecturersaccording to the criteria of identifying differentiated instructionskills

Figure 2.1 Frequency of performing differentiated instruction skills of lecturers

Figure 2.2 Level of achieving differentiated instruction skills of lecturers

The data in Figure 2 shows that the skill of "conductingscientific experiments" of the instructor is less frequently realizedand the level of achievement is low; this situation is also true for theskill of "design learning materials for learners to study on theInternet" The general trend show if a particular skill is performedwith high frequency, its level of achievement is usually high