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

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INTRODUCTION
1. Rationale
Differentiated instruction is the requirement, the principle of
teaching and also the measure of teaching in general and teaching at
the training level in particular, which orients the learner to promote
their subjective roles in academic activities. Differentiated instruction
is one of the measures to promote the activeness of learners in
learning. Today's teaching must be transformed from providing
theoretical knowledge to the core process of personal capacity
building, enabling learners to develop their self-learning capabilities
and lifelong self-learning capabilities, and to adapt to all changes in
life.
1.2. Over the past years, professional education and vocational
training in our country have seen strong developments in the number
of training institutions, teaching staff and learners. However, to meet
the requirements of innovation and international integration,
vocational education still has many limitations that need to be
overcome. One of these limitations is that the teaching methods
towards the development of individual learners' capacity, the
application of positive teaching methods and techniques and the
emphasis on self-learning methods have not been widely
implemented. Moreover, the majority of lecturers of colleges,
especially of vocational colleges have not been trained in pedagogical
professional skills, and they lack differentiated instruction skills, so
the urgent requirements of colleges are to form the pedagogical
professional skills for these lecturers to improve the quality and
effectiveness of teaching.
1.3. However, the quality and effectiveness of developing
differentiated instruction skills for college lecturers is only assured
when implemented on the premise of scientific theories and reality

issues. This is also the reason for choosing the topic for this doctoral
dissertation, a section of which is concerned with applying theories of
differentiated instruction and differentiated instruction skills to solve
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”.


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2. Purpose of the study: Based on theoretical and practical research,
the dissertation has proposed measures to develop differentiated
instruction skills for college lecturers to help them well perform the
tasks of lecturers in teaching activities in colleges, contributing to the
improvement 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 of
college 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 role
and function.
4.2. The location and time of the study: Practical research was
carried out at Ho Chi Minh City College of Economics and
Technology, Lam Dong College of Economics and Technology, and
Ben Tre College. The study was carried out during the period from
the 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 the
experiment are the three colleges mentioned above.
5. Scientific hypothesis
One of the limitations that affect the quality of training at
colleges is that the teaching skills of the faculty are not well
developed in a scientific and effective way. If measures are proposed
to influence the structural elements of differentiated instruction skills
and in accordance with the mechanism of teaching skills
development, differentiated instruction skills will be developed for
college lecturers to meet the requirements of renovating current
vocational education.


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6. Research tasks
6.1. Theoretical research: Review domestic and foreign
research on the development of differentiated instruction skills in
general and those of college lecturers in particular; Review theories
on teaching skills, differentiated instruction and teaching methods for
lecturers to develop tool concepts and set up the theoretical
framework for the research on differentiated instruction skills and
development 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 differentiated
instruction skills of the college lecturers and the status of developing
differentiated 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 proposed
measures are tested and experimented pedagogically to confirm their
necessity, feasibility and effectiveness in improving differentiated
instruction 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 data
processing methods.
8. Points of protection
1) Differentiated instruction skills of college lecturers are
formed and developed through the process of teaching profession
training and their teaching practice at colleges under the influence of
specific pedagogical conditions and contexts.
2) To develop differentiated instruction skills for college
lecturers, it is necessary to use synchronous measures to influence the
structural elements and the existing level of differentiated instruction
skills of the college lecturers.


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3) The development of differentiated instruction skills for
college lecturers will have a direct impact on the results of
knowledge acquisition, skills training and new-employee personality
fostering of learners at colleges.
9. Contributions of the dissertation
The dissertation has:
1. contributed to enriching the theoretical foundation for
developing the skill of giving differentiated instruction for college

lecturers;
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 the
requirements of fundamental and comprehensive reform of
vocational education.
10. Structure of the dissertation
Apart from the introduction, conclusion, recommendation, the
dissertation has 3 main chapters:
Chapter
1.
Theoretical background for
differentiated instruction skills for college lecturers.

developing

Chapter 2. Current status of developing differentiated
instruction skills for college lecturers.
Chapter 3. Measures to develop differentiated instruction skills
for college lecturers.


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Chapter 1
THEORETICAL BACKGROUND FOR
DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS
FOR VOCATIONAL COLLEGE LECTURERS
1.1. Literature Review

1.1.1. Research results related to the research topic
1.1.1.1. Foreign research
These issues are reflected in the work of researchers such as
Iu.K.Babanxki (1986); Michel Develay (1999); N.X.Laaytex (1997);
J. A. Cemenxki, J. J. Rutxo, A. Distecvec; Slavin R.E. (1990);
McDermott, P. et al, Diana (2012); Tomlinson C.A. and McTighe J.
(2004); Bryson. J (1998); Bayley, D. H. & Garofalo, J. (1989); David
A. Binder, Paul B. Bergman & Susan M. Price (1991); etc. In the
former Soviet Union more than 200 studies have been published on
the particular characteristics of children and the specific approach to
the cognitive activity of students. Iu.K. Babanxki said that
individualization is the most important principle of the teaching
theory. Differentiated instruction is studied at two levels: macro level
and micro level.
1.1.1.2. Research in Vietnam
Since the 1960s, Vietnamese schools have paid attention to
differences in teaching. The term "differentiated instruction" has not
yet been defined, but many studies have reflected this issue of
education. Studies on fostering gifted mathematical students and the
reality of meeting different needs of students in mathematical
education have been dealt with by educators like Hoang Chung
(1978), Pham Van Hoan (1981) in their course books and
monographs on methods of teaching mathematics.
Since the early 1980s, the issue of differentiated instruction in
particular and the issue of differentiated instruction in education in
general has been paid more attention to by educators. This is shown
in the works of Ho Ngoc Dai (1991), Ngo Huu Dung (1996), Nguyen
Huu Chau (2005), Nguyen Quoc Thang (2005), Doan Duy Hinh
(2006), Ton Than . Nguyen Thi Thu (2014), Truong Thi Bich (2015)

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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 role
and position of differentiated instruction in teaching activities in the
school. Differentiated instruction is studied to make the organization
of teaching truly relevant to the nature of learning activities of
learners.
(2) Research on differentiated instruction is conducted in two
main approaches: research on differentiated instruction at the macro
level (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 at
the level of activity appropriate to the group or individual learner).
(3) Research on differentiated instruction in Vietnam compared
to foreign countries is very limited and largely focuses on learners
and general education; there are not many studies on differentiated
instruction for teachers, especially those who teach at colleges and
universities. The laws of psychology and education have not been
used as a precondition for the study on differentiated instruction; the
tendency for research on differentiated instruction is still in favor of
educational management. Therefore, the task of developing
differentiated instruction skills for lecturers in general and for college
lecturers in particular still has many gaps, affecting the quality of
education and training.
1.2. Tool concepts
1.2.1. Differentiated instruction
Differentiated instruction is a teaching measure that helps

organize the teaching of a particular curriculum unit suitable with the
individual or group of learners, and thus maximizes the academic
performance 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-controlled
actions that are carried out based on the teacher's biological,


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psychological and social attributes in accordance with the teaching
requirements as well as other objective conditions of the teaching
environment to achieve the actual results according to the set
teaching objectives.
1.2.2.2. Differentiated instruction skills: Differentiated
instruction skill is a form of activity that is carried out selfconsciously based on the knowledge of differentiated instruction,
mobility, and the biological, psychological and social attributes of the
teacher, in accordance with the teaching requirements as well as other
objective conditions of the teaching environment to organize the
teaching process of each unit of specific teaching programs suitable
to each group or individual learners, thereby maximizing the learning
capacity of the learner.
1.2.3. Develop differentiated instruction skills
The development of differentiated instruction skills is the
process of creating changes in the knowledge of differentiated
instruction, strengthening mobility and other psychological and
psychological conditions of the instructor (such as individual needs,
feelings, will and activeness, etc.) so that the instructor successfully
organizes the teaching process for each specific unit of instruction
that is appropriate for each group or individual learner, thereby

maximizing 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


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- 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 the
learner

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, skill
training, personality fostering of learners in differentiated
instruction 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 lessons
3.2
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-learning
facilities
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 and
outcomes
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


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No.

Criteria

Performance index
1. Frequency of actions or behaviors which are
wrong or inadequate to the set standard skills.

1

The
completeness
of the contents
and the
structure of
the skills

2

3

Logical
reasonableness
of the skills

Proficiency
level of the
skills

2. Repetition rate (excess) of gestures, and behaviors
which are performed correctly.
3. The degree of completing correct operations.
4. Divergence of organizing operations, ie. the
number of operations is the same, but their order and
content can be changed in many ways.
5. Substitutability or variability of some operations
in the skills when transferred to another contexts

(openness)
6. Frequency of actions or misconduct, or not in
accordance with the skill set
7. Repetition rate (excess) of gestures and behaviors
which are performed correctly.
8. The degree of completing correct operations.

4

Flexibility
level of the
skills

9. Divergence of organizing operations, ie. the
number of operations is the same, but their order and
content can be changed in many ways.
10. Substitutability or variability of some operations
in the skills when transferred to another contexts
(openness)
11. Fluency (little stumbling) of each operation and
of the whole action from the beginning to the end of
the action.
12. The quantity and quality of the products brought
about by the skill, accompanied by the norm of the
time taken.

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Effectiveness
of the skill

13. Ratio between results and cost of resources.
14. The effect of the skills on personal development.
15. Level of coincidence between the achievements
and the objectives of the action.


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1.3.4. Basic elements of the process of developing differentiated
instruction skills for college lecturers
1.3.4.1. The goal of developing differentiated instruction skills:
Assist lecturers to firmly shape differentiated instruction skills,
thereby raising the level of satisfying the requirement of mastering
differentiated instruction skills of college lecturers
1.3.4.2. Contents of developing differentiated instruction
skills:
Raise awareness of the important role of differentiated
instruction skills and enhance the understanding of lecturers on
differentiated instruction skills; Specifically define the task of
developing differentiated instruction skills for lecturers related to
training activities of colleges; Organize the development of
differentiated instruction skills for lecturers; Evaluate the results of
developing differentiated instruction skills for lecturers; Build the
environment and create favorable conditions for developing
differentiated instruction skills for lecturers.
1.3.4.3. Forms of developing differentiated instruction skills
for lecturers:
Develop differentiated instruction skills for lecturers through
the curriculum and training contents of teacher training institutions;
Develop differentiated instruction skills for lecturers through teacher

retraining activities; Develop differentiated instruction skills for
lecturers through the process of self-learning and self-training of
lecturers; Develop differentiated instruction skills for lecturers
through professional activities in the college and the activities to
support colleagues to develop their profession; Develop differentiated
instruction skills for lecturers by cooperating with domestic and
foreign partners.
1.3.5. Factors affecting the differentiated instruction skills of
college lecturers
Elements related to the lecturer training institutions; elements
related to the college lecturers themselves; elements related to the
college.
Conclusion for Chapter 1


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1. Differentiated instruction is the principle, requirement and
also the teaching measure to realize the goal of maximizing the
potential of learners. Research on differentiated instruction in foreign
countries as well as in Vietnam is quite abundant, but there are no
studies on differentiated instruction, especially differentiated
instruction skills of college lecturers. As the teaching activity is
fundamentally changed from transferring knowledge to the learner to
developing the learner's capacity, the research on differentiated
instruction skills of lecturers (including college lecturers) is
necessary.
2. Differentiated instruction skill is a form of activity that is
carried out self-consciously based on the knowledge of differentiated
instruction, mobility, and the biological, psychological and social
attributes of the teacher, in accordance with the teaching

requirements as well as other objective conditions suitable to each
group or individual learners, thereby maximizing the learning
capacity of the learner. Therefore, developing differentiated
instruction skills for college lecturers is an inevitable and necessary
demand to improve the training quality of colleges.
3. Developing differentiated instruction skills for college
lecturers is a process with complete structural elements, including
basic elements such as objectives, contents and forms of developing
differentiated instruction skills for lecturers; there is adequate
attention to the factors that influence this process.


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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 instruction
skills for college lecturers is a universal issue for vocational
education in general. Due to the scope of the research, we selected 3
colleges typical for 3 regions in the South: the Highland, Ho Chi
Minh City, the Mekong Delta. They are Ho Chi Minh City College of
Economics and Technology, Lam Dong College of Economics and
Technology, 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, and

then investigate the current status officially.
Table 2.1. Reliability of the scale
Reliability Statistics

Reliability Statistics

ach's Alpha
Cron

Cronbach's Alpha

N of Items

N of Items
.902

21

941
10

Comment: Cronbach's Alpha shows that two scales ensured
reliability.
- 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 of
college lecturers (assessment by managers and lecturers); the results
of assessing differentiated instruction skills of college lecturers
according to the criteria of identifying differentiated instruction

skills.


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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 "conducting
scientific experiments" of the instructor is less frequently realized
and the level of achievement is low; this situation is also true for the
skill of "design learning materials for learners to study on the
Internet". The general trend show if a particular skill is performed
with high frequency, its level of achievement is usually high.


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2.2.2.2. Current status of developing differentiated instruction skills
for college lecturers
a) Contents of developing differentiated instruction skills

performance

achievement

Figure 2.3. Level of implementing the contents of developing
differentiated instruction skills for college lecturers
The data in the chart shows that the contents of developing
differentiated instruction skills are implemented "fairly frequently";

the average score ranges from 2.72 to 2.88 (2.50 = < fairly frequently
<3.25).
b) Forms of developing differentiated instruction skills for
college lecturers

performance

achievement

Figure 2.4. Level of implementing
differentiated instruction skills

forms

of

developing

The forms "self-learning of lecturers" and "lecturer retraining
of colleges" are two forms implemented "fairly frequently" with an


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average score of about 3.00; however, these forms are implemented
individually and separately, but not systematically.
* Overall assessment of the current situation:
- The colleges are well aware of the importance of developing
differentiated instruction skills for lecturers in relation to the
implementation of tasks and strategic objectives for the development
of lecturers in each period.

- The colleges have established a systematic procedure of
developing differentiated instruction skills for lecturers with closely
linked components; the development of this component involves the
participation and consultation of other components. These contents
are based on the characteristics of teaching in general and of lecturers
in particular.
- During the implementation of the skills, other activities have
also been carried out to foster and raise the professional capacity of
lecturers. This is the positive point of colleges in the present context.
- The arrangement of lecturers to participate in training
differentiated instruction skills is basically reasonable. Lecturers are
assigned with proper tasks in accordance with their trained
profession, enabling them to work according to their capacity and
strength.
- Each college has a system of assessment according to the
objectives and activities of lecturers. The assessment is conducted
regularly with the involvement of stakeholders; therefore, the
assessment results are reliable and transparent.
- All the colleges pay attention to training, fostering and
developing their academic staff, and take advantage of many external
resources to carry out these tasks.
2.3. Evaluate the factors that influence the development of
differentiated instruction skills for college lecturers
No.
1

Factors
Salaries, bonuses and allowances

Level

X

ĐLC

Rank

3.47

.
699

1


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2
3
4
5
6
7
8

Relationship with colleagues
Managers and leaders of the department
Professional qualifications of lecturers
Profession passion of lecturers
Opportunity for training and promotion of
lecturers
Teaching facilities of the college

Healthy cultural environment of the
college

2.89

.
762

8

3.24

.
706

6

3.41

.
661

3

3.42

.
690

2

3.0
3

.793

7

3.37

.
659

4

3.32

.
680

5

The data show that the factors which have positive influence
are "Quite many" and "Many". The positive factors which are ranked
"Many" are "salaries, bonuses and allowances" for faculty members,
with an average score of 3.47, ranking first. The factor ranked second
is "profession passion of lecturers", with an average score of 3.42.
The third is "Professional qualifications of lecturers", followed by the
factor of "teaching facilities in the college" and “healthy cultural
environment of the college”. The interview data show that there are 6

responses which stated that "professional competence of lecturers"
positively influences the implementation of learner-centered teaching
methods. In addition, there are some ideas that to effectively
implement differentiated instruction, "practice classes with less than
10 learners are the most effective". The main obstacles are “Limited
facilities which can not ensure a computer for each student” and “big
classes".
Conclusion for Chapter 2
By using practical research methods such as questionnaire
surveys, in-depth interviews and observations, we have investigated
the issues of perception, performance level, performance results as
well as factors affecting the development of differentiated instruction
skills for college lecturers on the survey participants who are


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managers and lecturers. By using methods of data analysis and
statistical methods, we have provided quantitative and qualitative
information on the status of developing differentiated instruction
skills for college lecturers.
The results of investigating the above situation show that most
of the surveyed subjects do not appreciate the performance level and
the achievement level of developing differentiated instruction skills
of college lecturers; the achievement degree of the skills in the 5
stages is low and the effectiveness of performing the skills is not
high. In particular, most of the opinions suggest that most of the
factors affecting the situation belong to in the lecturers themselves;
however, in order to implement differentiated instruction skills
development for lecturers, there should be active participation from
experienced managers and lecturers.

From the point of view of education and teaching theory, it can
be seen that the underlining reason is that the majority of teaching
staff and managers have not grasped the nature of differentiated
instruction and the roles of differentiated instruction skills in
improving the quality of training; there is a lot of confusion in
organizing the implementation of objectives, contents and methods of
developing differentiated instruction skills effectively; the conditions
for the development of differentiated instruction skills for teaching
staff are not sufficient. The above-mentioned situation and causes
requires necessary and feasible measures to develop the differentiated
instruction skills for the teaching staff of colleges, to improve the
quality of teaching activities, and to meet the need of fundamental
and comprehensive reform of education.
Chapter 3
MEASURES TO DEVELOP DIFFERENTIATED
INSTRUCTION SKILLS FOR COLLEGE LECTURERS
3.1. Principles for proposing the measures
Principle of ensuring legality; Principles of ensuring
systematism; Principle of ensuring practicality; Principle of ensuring
inheritance; Principle of ensuring effectiveness.


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3.2. Measures to develop differentiated instruction skills for
college lecturers
As a process of psychology and pedagogy, we have proposed
three general measures and in each measure, we have analyzed the
specific contents (actually they are the specific measures of the
general measure). In each specific measure, we outlined the
objectives, contents, implementation methods and conditions for

implementation.
3.2.1. Improve the quality and effectiveness of training and
fostering differentiated instruction skills for the teaching staff
3.2.1.1. Determine the distance between the standards of
differentiated instruction skills and the level of differentiated
instruction skills of college lecturers.
3.2.1.2. Design and implement programs of developing differentiated
instruction skills for college lecturers
3.2.2. Strengthen guidance and counseling on the development of
differentiated instruction skills for college lecturers
3.2.2.1. Use and promote the core role of experienced lecturers in
order to support, instruct, and advise lecturers in the development of
differentiated instruction skills.
3.2.2.2. Use a team of experts and scientists to guide, counsel and
support college lecturers in the development of differentiated
instruction skills.
3.2.3. Ensure the conditions to support the development of
differentiated instruction skills for college lecturers
- Design self-study materials with instruction on differentiated
instruction skills for lecturers.
- Organize for lecturers to attend the class of experienced
lecturers presenting issues related to differentiated instruction.
- Build a friendly, positive pedagogic environment for the
development of differentiated instruction skills for college lecturers.
3.3. Experiment the necessity and feasibility of the measures
The experiment results showed that the measures received a
fairly high consensus on the necessity and feasibility, although the


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number of comments was unequal among the measures and the level
of assessment of the subjects was different. We believe that in order
to continue to affirm the necessity and feasibility of the measures of
developing differentiated instruction skills for college lecturers, it is
dependent on many other objective and subjective factors, the most
important of which is the capacity and sense of self-improvement of
the college lecturer. It is important to base on the psychological,
pedagogical and practical foundation to demonstrate the necessity
and feasibility of these measures.
3.4. Pedagogical experiments
3.4.1. General overview of organizing pedagogical experiments
- The purpose of pedagogical experiments
The experimental content is "Use and promote the core role of
experienced lecturers in order to support, instruct, and advise
lecturers in the development of differentiated instruction skills",
which can be considered as a specific measure of the second general
measure to assess the scientism, feasibility and effectiveness of the
proposed measure.
- Subjects of pedagogical experiments
- Hypothesis of pedagogical experiments
- Contents of pedagogical experiments
- Methods of pedagogical experiments
- Procedure of carrying out pedagogical experiments
3.4.2. Analysis of the pedagogical experiment results
Table 3.5. Results of the capacity of the two lecturer groups after
the experiment
Manifestation of
differentiated instruction
skills
1. I observe the learner in

the teaching process

Degree of achievement
Lam Dong

HCM city

ĐLC
3.2
4

.
663

3.2
1

Sig.

ĐLC

(2tailed)

.833

.902


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Manifestation of

differentiated instruction
skills

2.

I
assess
the
psychological and physical
characteristics of the learner.

Degree of achievement
Lam Dong

HCM city

ĐLC

Sig.

ĐLC

(2tailed)

2.76

.
597

2.89

.685

.458

2.80

.866

3.2
5

.752

.048

2.00

.
913

2.18

.819

.456

3.0
0

.
577

3.2
1

.833

.278

3.1
6

.
746

3.1
4

.591

.926

3.08

.812

3.3
9

.737

.148

I explain the knowledge
through
problematic
situations to elicit the
learner to perform the
learning tasks.

3.1
2

.
833

3.3
2

.612

.317

9.

3.3
2

.

690

3.18

.548

.417

3.

I design lectures based
on the information about
students I have collected..

4.

I conduct scientific
experiments to determine
the effect of changes in
teaching.

5.

I collect and analyze
learner data to adjust my
teaching.

6.

I test and assess

students’ learning results to
classify students as a basis
for adjusting teaching.

7.

I interact with learners to
direct them to receive
knowledge.

8.

When learners perform
their learning tasks, I


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Manifestation of
differentiated instruction
skills
encourage
them.

and

Degree of achievement
Lam Dong

HCM city

ĐLC

Sig.

ĐLC

(2tailed)

motivate

10.

2.88

.666

3.3
9

.737

.011

3.3
6

.860

3.2
1

.833

.534

3.2
0

.816

3.4
3

.742

.291

3.1
2

.781

3.5
4

.637

.038

3.08

.
759

2.7
5

.752

.118

I design learning
materials so that learners
can study on the Internet.

2.68

.852

3.2
9

.854

.013

16. I always create an
atmosphere of learning in
class so that learners can
express their opinions

3.3
2

.802

3.2
9

.763

.874

17.

3.3
2

.634

.191

I organize classes into
effective learning groups.

11.

I carry out teaching
activities as planned.

12.

I myself design the
learning
materials
for
learners based on the course
objectives.

13.

I
design
student
activities in the teaching
process.

14.

I

develop lectures
with
various
teaching
methods.

15.

I always create a

learning environment in
which learners have a
positive relationship with

.748

3.5
7


22
Manifestation of
differentiated instruction
skills

Degree of achievement
Lam Dong

HCM city

ĐLC

Sig.

ĐLC

(2tailed)

each other.

18.

I adjust learners'
learning behavior towards
instructional goals.

2.9
6

.
735

3.4
6

.744

.017

3.28

.
792

2.89

.832

.090

teaching
attract

3.28

.
843

2.9
6

1.10
5

.252

I
use
teaching
methods flexibly in class to
help learners learn actively.

3.0
0

.
764

2.82

.905

.444

19.

I collect information
about
student
learning
outcomes in class to make
appropriate assessments.

20.

I
use
techniques
to
learners.

21.

The data in the table show pre- and post-experiment
differences in both the experimental and the control groups. The
mean scores of the two groups increased markedly. In particular, the
experimental group gained differences in 5 differentiated teaching
skills. They are the skills of "designing lectures based on the
collected information of students", "organizing classes into effective
learning groups", "designing learning materials for learners to study

on the Internet”, "designing the learner's activity in the teaching
process", "adjust the learning behavior of the learner towards the
teaching goals". These skills differ markedly in the Sig value of less
than 0.05, thereby allowing the researcher to conclude: The measure
"Use and promote the core role of experienced lecturers in order to
support, instruct, and advise lecturers in the development of
differentiated instruction skills for young lecturers” is implemented
more effectively at the faculty level than at the institutional level.


23
3.4.3. Conclusion for the experiment
The experiment is implemented in accordance with the
described process. The experimental results suggest that experiment
hypotheses are tested for effectiveness. The measure "Use and
promote the core role of experienced lecturers in order to support,
instruct, and advise lecturers in the development of differentiated
instruction skills for young lecturers" is implemented more
effectively at the faculty level than at the institutional level.
Conclusion for Chapter 3
Developing differentiated instruction skills for college
lecturers is an important task that adheres to the following principles:
ensuring legality, ensuring systematism, ensuring practicality,
ensuring inheritance, ensuring effectiveness.
Based on these principles, we have proposed 3 measures to
develop differentiated instruction skills for college lecturers:
(1) Improve the quality and efficiency of training and
retraining differentiated instruction skills for lecturers;
(2) Improve the quality and sustainability of guidance and
counseling on development of differentiated instruction skills for

colleges lecturers;
(3) Ensure the conditions to support the development of
differentiated instruction skills for the teaching staff of the college.
The above three measures are concretized into 7 contents
(specific measures). The results of the polls have confirmed the
general measures as well as the specific contents proposed are urgent
and highly feasible. The pedagogical experiment on the measure of
"Use and promote the core role of experienced lecturers in order to
support, instruct, and advise lecturers in the development of
differentiated instruction skills for young lecturers” has good results,
thereby confirming that the three proposed measures to develop
differentiated instruction skills for college lectures are significant and
capable of being implemented in practice.
CONCLUSION AND RECOMMENDATIONS


24
1. Conclusion
Teaching skills are an integral part of the professional career of
lecturers in general and college lecturers in particular. Teaching skills
are understood as the professional skills that teachers should have
and use in teaching activities to effectively implement teaching tasks
according to designed objectives or standards. There are many types
of teaching skills, but differentiated instruction skills are the skills
that play an important role and decide the teaching capacity of
lecturers. Differentiated instruction skills are the teaching skills
which help lecturers fulfill their basic tasks in teaching, ensuring the
successful implementation of teaching activities.
(2). After having studied the theories of developing of differentiated
instruction skills for lecturers systematically, the dissertation has

identified a system of skills which consists of four groups divided
into 20 specific skills: Group of skills to set criteria for differentiated
instruction by subjects; Group of skills to lead and manage the
learners and their learning activities appropriate to individuals or
groups of learners; Group of skills to design teaching for
differentiated subjects (learners/contents of teaching); Group of skills
to teach differentiated subjects (learners/teaching contents)
(3). The results of the theoretical research have also identified
the five stages of developing differentiated instruction skills: Stage 1:
have primary skills; Stage 2: know how to do but not completely;
Stage 3: have general but individual skills; Stage 4: have highlydeveloped skills; Stage 5: highly skilled.
(4). The results of investigating the current situation of
developing differentiated instruction skills for college lecturers have
identified four issues that need to be resolved: (a). The development
of differentiated instruction skills for lecturers is not implemented
purposefully and regularly; (b). The level of mastering these skills is
low; (c). The contents and forms of developing differentiated
instruction skills for lecturers are not implemented regularly and have
not brought high efficiency; (d). There are many factors influencing
the development of differentiated instruction skills for lecturers, in
which the most important factors affecting the situation are the
lecturers themselves. However, in order to implement differentiated


25
instruction skills development for college lecturers the most
effectively, it is necessary to have active participation from
experienced managers and lecturers.
(5). The proposed measures for developing differentiated instruction
skills for college lecturers include: Improve the quality and

effectiveness of training and fostering differentiated instruction skills
for the teaching staff; Strengthen guidance and counseling on the
development of differentiated instruction skills for college lecturers;
Ensure the conditions to support the development of differentiated
instruction skills for college lecturers. The results of surveying
experts’ opinions on the proposed measures have confirmed that the
proposed measures are necessary and highly feasible.
The results of the experiment on the measure "Use and promote the
core role of experienced lecturers in order to support, instruct, and
advise lecturers in the development of differentiated instruction skills
for young lecturers" are quite good. Hence, it has been confirmed that
the three proposed measures and the seven proposed contents to
develop differentiated instruction skills for college lecturers are
significant and capable of being implemented in practice.
2. Recommendations
- For the Ministry of Labor, Invalids and Social Affairs:
The Ministry of Labor, Invalids and Social Affairs shall should set up
a system of documents guiding the organization and direction of the
mission of developing differentiated instruction skills for college
lecturers; attach importance to the recruitment, professional training
and fostering for college lecturers; assist in the development of
curriculum and materials for college lecturers to self-train
differentiated instruction skills.
- For the Ministry of Education and Training:
The Ministry of Education and Training (MOET) strengthens
professional support activities in scientific research on differentiated
instruction, develops training programs on differentiated instruction
skills in pedagogical institutions to contribute to the development of
the teaching staff which is sufficient in quantity, reasonable in