Abstract
The paper analyses the basic characteristics, principles and prerequisites for successful implementation of differentiated teaching in didactical practice. Reference is made to what differentiated teaching is, what its structural elements are, how it is implemented, and why in recent years it has become a necessity for the design and organization of positive and conducive learning environments for teaching and learning. In addition, an example of differentiated teaching for students with ADHD is presented from the physics lesson of the 5th grade of primary school and the teaching unit “the simple electric circuit”. Indicatively, techniques, strategies and means of differentiated teaching are proposed to create a positive and facilitating learning environment, so that teaching achieves the smooth integration and active participation of all children in teaching, as well as the development and enhancement of skills that gradually but effectively modify “problematic” behaviors.
Presenters
Vassiliki PilatouTeacher Education Consultant, Primary Education Directorate of Primary Education of Larissa, Larisa, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DIFFERENTIATED TEACHING, ADHD, ELECTRICITY, PRIMARY SCHOOL, STUDENTS
