Differentiation and Explicit Teaching: Integration of Students With Learning Difficulties
Differentiation and Explicit Teaching: Integration of Students With Learning Difficulties
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差异化显性教学：学困生融合
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Catherine Dorval
中科院分区：
文献类型：
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作者：
Lyne Bessette;Catherine Dorval
这项合作研究是在加拿大魁北克省的一所农村学校的背景下，在197名小学生中进行的。该校有几名学生表现出学习困难，主要是在写作方面。教师和学习专家决定将这些群体分成特殊的需求小组，每周开会半天;他们还实施了明确的写作教学。结果表明，所有学生的写作能力都有了明显的提高，尤其是学困生。事实上，有严重学习困难的学生小组的平均错误率显着降低。教师、学习专家、主任和研究员之间的对话是该项目取得成功的一个关键组成部分，该项目的主要目的是陪伴教师，鼓励有学习困难的学生有效融入。
This collaborative research was carried out among 197 elementary school students, in the context of a rural Canadian school of the Quebec province. Several students of the school presented learning difficulties, mostly in writing. The teachers and the learning specialist decided to differentiate the groups in special subgroups of needs that met for a half-day once a week; they also implemented the explicit teaching of writing. The results showed that there was an important improvement in all the students’ writing ability, especially of those with learning difficulties. Indeed, the subgroups of students with severe learning difficulties showed a significant reduction in the average error rate. The dialogue among the teachers, the learning specialist, the director and the researcher was a key component for the success of this project, which aims mainly to accompany the teachers and to encourage the effective integration of students with learning difficulties.