Design of the intervention
Citation: Learning and Teaching 14, 2; 10.3167/latiss.2021.140206
The baseline for the intervention in both cases is comprised of the challenges identified in the previous sections, which stem from our own experiences and observations from previous semesters along with student evaluations. This design does not provide means for causal inference. Without an experimental design, which has not been feasible in our cases, we cannot determine whether the changes we observe are, in fact, due to our intervention, which is an issue we discuss toward the end of this article.
In Case 1, we distributed a survey to the students prior to the intervention to assess their readiness level. We asked them to rate their level of experience with and to what degree they felt equipped to use ten different qualitative and quantitative methods for collecting and analysing data (e.g., interviews, surveys, descriptive statistics), as well as five different research designs. Based on their answers, we applied differentiated teaching in two of Tomlinson's curricular elements: the content of the course (input) and the learning paths (process) we provided the students. We did this by differentiating the in-class exercises, readings and focus of the lectures – we elaborate how in the results section. The differentiation was fully implemented in six out of nine lessons; a colleague that was not involved in the intervention conducted the last three lessons. Hence, the intervention, empirical examples and the results of the intervention refer to the overall planning of the course and the first six out of nine lessons.
In Case 2, we used the online tool Peergrade, an online platform to facilitate peer feedback sessions with students, 1 to achieve the same purpose of assessing student readiness and progress in order to differentiate input and process. Peergrade was used to administer submission of content and feedback among students and makes it possible to create rubrics that convey the learning goals and expectations toward feedback in a more concrete way to the students. The students submit their project reports in Peergrade and are asked to provide feedback via the system. The feedback given is based on predesigned rubrics reflecting the intended learning outcomes. Students provide feedback individually, which allowed us to see the students’ level of competency and their ability to provide feedback in order to prepare the cluster supervision (see online supplementary material for survey questions and rubrics) – we further elaborate this in the results section.
To assess the results of the intervention, we use three different types of data that can help us shed light on possible changes in the challenges described earlier.
First, we rely on the students’ perception of their own learning outcomes. In Case 1, we repeated the readiness survey after the intervention. Thereby, we can detect any changes in how the students score their degree of experience with the different methods and level of competence before and after the intervention. For Case 2, we reflected with the students in the final cluster session about what they had learned.
Secondly, we rely on our own observations to triangulate the self-evaluations from the students. In both cases, we continuously took observational notes immediately after lectures and cluster sessions. We registered our observations of the students’ activity, engagement and participation during the lessons – did they pose and answer questions during whole class sessions or were they predominately silent? Did they give thorough feedback to peers? Furthermore, in Case 1, we registered how many students were present each time.
Finally, the students’ output is used to assess their learning progress based on the feedback they gave their peers in Peergrade in Case 2 and the formal student evaluation of the course conducted by the study board in Case 1.
We do not believe that the students’ final grades constitute a reliable way of evaluating the results of the intervention. The main reason is that attendance in the cluster supervision and methods classes is not compulsory, which means that students can take the exam without participating in the intervention.
In this section, we report how the implementation of the intervention proceeded, and how the described diversity challenges have changed (or not) for Case 1 and Case 2 respectively.
The implementation of the intervention in the first case can be categorised into three approaches related to input and process: ‘course content based on readiness-assessment’, ‘differentiation in readings’ and ‘differentiation in student exercises’.
First, the readiness survey was helpful in planning the course content. The survey identified where the students had varying levels of experience with a method, that is, clear examples of diversity, but also where a majority of the students had similar degrees or lack of experience with a method, which is equally important for course planning. To illustrate, we present a few survey results. For instance, Figure 2 shows that approximately 48 per cent of students agreed that they were already well equipped to conduct surveys prior to the course, whereas the other half disagreed or reported a neutral stance. We saw a similar distribution in responses with respect to document analysis, where half of the students had experience with document studies and the other half did not. Meanwhile, the survey showed that around 90 per cent of the students had none or very little experience with quantitative analyses, such as descriptive statistics (see Figure 3 ). In contrast, almost 93 per cent of the sixty-seven students that responded had experience with conducting qualitative interviews. 2
Based on this information, we decided to focus the lectures on those methods where most students had either the least experience or where the students represented the most mixed levels of experience, that is, equipping the students with fundamental skills, especially in surveys, quantitative analysis and document studies. 3 The information from the survey also implied that previously fixed elements of the course, such as interviews and observational studies, were more or less entirely removed from the lectures (although not from the readings, see below), as most of the students reported feeling well equipped to work with these methods.
Second, we differentiated readings, providing both advanced and less advanced texts on each method along with texts in Danish for those who found the English textbook difficult. The purpose was to provide the students with different avenues for learning the material and going beyond the material in case the students found the mandatory readings insufficient. We also provided suggestions for supplemental readings for those students who wished to engage with the course topics at a more advanced level or learn more about methods we did not prioritise in the lessons, for example, interviews and observational studies.
Finally, we differentiated the exercises we gave the students during class by posing mandatory as well as so-called bonus questions. As an example, we asked the students to go through three or four fundamental questions on descriptive statistics, which resembled what they would have to demonstrate for the exam, while a so-called bonus question was more advanced. The purpose was to challenge those students who reported already having experience with a given method in the readiness survey.
We did not base the planning of the course entirely on the readiness survey. First, because students’ own perception of their competencies may be an insufficient indicator. Second, because we wanted to ensure a coherent course, which required that a lesson on, for instance, social science research designs was included.
We observed that the first challenge, attendance, improved markedly during the intervention. Almost all the students registered for the course participated in the first lesson and this number remained steady throughout the intervention, as opposed to earlier semesters. Comments in the midway evaluation and final evaluation of the course suggests that the students found the course topics relevant, indicating the usefulness in planning course content informed by the readiness survey.
Student self-evaluation of statistical competencies prior to the intervention
Student self-evaluation of survey competencies prior to the intervention
Secondly, lack of engagement improved as well, compared to previous semesters. From our own observations, the students were much more active and committed during lessons. We noted an increase in the number of relevant questions to the teacher during plenary sessions, lively student discussions during group exercises, and their presentations of group discussions and exercises demonstrated that they were taking the task seriously. The presentations also revealed that some groups had time to complete the bonus questions, whereas other groups had only or barely finished the mandatory questions, demonstrating the usefulness in providing different levels of exercises. During the midway evaluation, students expressed that the group exercises in general were very beneficial, as it helped them internalise the curriculum. Furthermore, they remarked that the supplemental readings were helpful, especially for those who considered the textbook too difficult.
The change in attendance and engagement also suggests that they felt challenged enough by the curriculum and exercises to stay engaged, giving them an incentive to show up for class and participate actively, but not so challenged that they became detached. This observation is substantiated by the midway evaluation, which shows that the six lessons included in the intervention were perceived as academically challenging, but that it was possible to keep up based on readings, lessons and exercises. However, both in the midway and final evaluations, some students noted that the course was very (and perhaps too) compact, as the course covered a lot of material within a limited number of lessons.
Finally, the third challenge, that only a subgroup of students achieve the learning outcomes, seemed to change for the better. After the intervention, the study board's evaluation of the course showed increased satisfaction with the academic level and curriculum. The readiness survey, which we repeated after completing the intervention, also showed that there was progress in the students’ self-evaluation of competencies. For instance, Figure 4 illustrates that approximately 55 per cent of students reported feeling well equipped to conduct descriptive statistics after completing the course, compared to approximately 10 per cent prior to the course ( Figure 2 ).
Figure 5 shows that after the intervention the percentage of students that feel well equipped to conduct surveys increased to almost 82 per cent, compared to the very mixed levels of self-reported survey competencies prior to the intervention, see Figure 3 .
However, the post-intervention survey responses come with great uncertainty and should be interpreted with caution. Only twenty-two completed the survey after the intervention, making the post-intervention survey responses much less representative and potentially biased. The drop in response rate could be due to general course fatigue, that they were engaged in exams at this point and survey overload, as the students also had to fill out an evaluation of the course from the study board.
Student self-evaluation of statistical competencies after the intervention
The implementations made as part of the intervention can be categorised into three aspects: ‘explication of learning outcomes’, ‘session restructuring based on ILOs and student feedback’ and ‘differentiation based on readiness assessment’.
First, we explicated the learning outcomes by providing the students with a written introduction to the cluster session. This contained access to the Peergrade system and instructions that each group should submit a brief introduction to their project, while each individual student should provide feedback to one randomly assigned group based on a rubric. It also contained detailed information about the ILOs for the session. It was articulated that the purpose of the session is threefold: ‘(1) A chance to learn by giving other students feedback (it is empirically proven that students learn more from giving feedback than from receiving it); (2) A place to get inspiration for your own project; and (3) A place to get feedback on your project’. Finally, the students were instructed to consider how they provide feedback and given information about what can be considered ‘good’ and ‘bad’ feedback.
Student self-evaluation of survey competencies after the intervention
Second, we restructured the session, based on the ILOs and the student feedback collected through Peergrade. As mentioned, the cluster sessions had previously been based on oral group-to-group feedback, which in practice meant that each group often only received in-depth feedback from one other group. With the intervention, students were required to provide individual feedback, rather than group feedback, which meant that each group received in-depth written feedback from an average of three different, randomly selected, individuals. The starting point for the session in the intervention is the written feedback as well as the explicit change in focus from what can be gained by receiving feedback to also include what can be gained from giving it.
During the intervention, the session progressed as follows: The students were given a brief introductory ‘lecture’. The student groups each gave a brief (three to five minute) presentation of their project idea. The student groups were asked to read the written feedback they had received, discuss and evaluate it, and answer the following questions:
This was followed with a discussion in plenum. Instead of using this time to present direct oral feedback to the other groups, the groups were asked to present and reflect on their answers to the questions above, while the other groups were asked to reflect and comment on these answers.
Third, our access to the students’ project introductions and individual feedback prior to the session allowed us to assess general, group and individual level of competency and ability to provide feedback. We used this information to inform the contents of the initial ‘lecture’ and to design talking points for each group. We designed the talking points by reading and comparing the submitted project introductions and the written feedback from other students. Talking points could, for example, ask students to reflect on their chosen methods, theoretical choices, and more. In cases where we found a good alignment between the level/quality of the content compared to the feedback given, no or few talking points were provided. In cases where the feedback was not adequate or indicated a gap in academic level between the content and feedback, we added more talking points. Each student group was provided with a customised handout containing the feedback they had received from other students and the talking points we had prepared. They were then asked to discuss and evaluate the feedback and to reflect on what relevant changes they should make to their project based on the feedback and the talking points. Because each student group received a customised handout and only saw their own talking points, they were not aware of which and how many talking points other groups had received. This meant that in instances of marked academic diversity – where the gap between content and feedback quality was too wide – the talking points could fill the gap, without the students’ awareness. In doing so, the student groups were each addressed at their level, while avoiding an obvious division into ‘strong’ and ‘weak’ students.
We addressed the lack of knowledge/recognition of ILOs by being more explicit about the benefits and learning outcomes of giving feedback and by restructuring the sessions to also focus on evaluation of the feedback given. We observed that this changed the students’ focus from exclusively how to improve their own project to also include the act of giving feedback. While this focus, in and of itself, did not vastly improve the students lack of feedback competency, the awareness of the importance of giving ‘good’ feedback, combined with improved knowledge of what constitutes ‘good’ feedback meant that students were more careful and constructive in their feedback delivery. This resulted not only in better feedback but also in an improved atmosphere among the students. Specifically, the improved atmosphere meant that there were no awkward or uncomfortable situations provoked by differences in academic level, when compared to similar sessions in previous years.
We addressed the lack of teacher proactiveness, through use of Peergrade to collect project presentations and feedback on these from students before the session. This allowed us to assess student readiness and act proactively to prevent potential diversity challenges. A key tool in doing so were the talking points, which were added to the feedback each group received. When evaluating the session, students specifically highlighted these as very useful, and we observed that the talking points silently limited the gap between students, as they all had points to discuss and were challenged at their own academic level. This, combined with the improved atmosphere mentioned above, contributed significantly to address the lack of purpose and fear of embarrassment that some students had felt. Finally, individual rather than group-based feedback addressed the lack of broad student involvement. The most talkative students would still dominate discussions at the sessions, but since all discussion was based on the written individual feedback, it was impossible not to involve perspectives from all students to some extent.
This article has demonstrated how differentiated teaching, especially pertaining to student readiness assessment and response, can be applied to address academic diversity in a higher education context. The results of such implementation include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students at varying academic levels, and a more inclusive learning environment. While the two cases represent typical student-teacher interactions in higher education, the difference in context and approach of the two cases begs the question of what more general lessons we can draw about the use of differentiated teaching.
Across our two cases, the variety of differentiated teaching approaches tested to address academic diversity in the two cases have proven useful. Specifically, the two cases demonstrate that assessing the students’ readiness level is a strong tool in a university setting. It provides the teacher with important knowledge about the experience and competencies of a group of students that makes it possible to proactively improve the process of teaching and supervising.
Moreover, each of our two cases have resulted in concrete and tested tools for assessing readiness in higher education that other university teachers can use and adjust to match their own classes and supervision: a survey questionnaire and rubrics. 4 The two cases can also be seen as a catalogue of ideas for how to differentiate the teaching, for example, providing customised talking points for feedback, varying the levels of student exercises and readings and planning lecture themes to match student experience.
There are two obvious counterarguments against using differentiated teaching in a university setting that need to be discussed in light of our findings. The first counterargument is that practicing differentiated teaching requires close interaction with and getting to know the students. For this reason, differentiated teaching has primarily been applied successfully in elementary and secondary education ( de Graaf et al. 2018 ; Ismajli and Imami-Morina 2018 ). This is not possible for university teachers with large student populations and few contact hours ( Ernst and Ernst 2005 ). However, the techniques we have applied in our two case studies for assessing student readiness – a short electronic survey for large groups of students and student feedback in Peergrade for smaller groups of students – do not require close and continued interaction. The two tools make it possible to gain the necessary readiness information from the students in a more anonymous and aggregated way that allows for planning variation in learning paths.
Second, we acknowledge that differentiated teaching requires an extra effort, which can pose a challenge to university teachers, where teaching is only one among several other tasks. Our two cases show how to make it manageable. Inspired by Chamberlin and Powers (2010) , we have started out small, focusing on a few relevant approaches rather than a revolutionary approach. It takes a relatively short time to prepare, collect and process the readiness information that the students provide electronically ahead of class. In many instances, the rubrics used in Peergrade and the questions developed for the survey can be re-used each semester for the same course or type of supervision. With regard to differentiating the teaching process, we have done this as a part of the normal task of preparing for class and supervision. However, the information from the readiness assessment might call for some changes from semester to semester. For instance, in the methods course, the readiness information from next semesters’ student group might require smaller changes in the level of student exercises as the composition of students change. In the cluster supervision case, it will be necessary to read not only the students’ submitted materials but also their feedback to each other to prepare differentiated talking points.
Our results should be used and interpreted with caution. We did not apply an experimental design and have no control group to compare with. In other words, although we believe that the changes we observed are a result of the differentiated teaching techniques, we cannot prove with complete certainty that this is the case. Moreover, although we strived to triangulate our results with different types of data, it is difficult to draw any firm conclusions based on survey data, student evaluations and the authors’ own observations. We thus encourage more scholars to test our techniques and other differentiated teaching approaches to further our knowledge on the validity and applicability of this pedagogy in a university setting. The goal of this study was to test how similar base principles of differentiated teaching can be successful in addressing diversity challenges in vastly different contexts. Future studies may also test various differentiation approaches, principles and tools in additional similar contexts to determine specific utility in specific situations.
Despite these limitations, we found that we as teachers and the students benefitted from the introduction of differentiated learning principles in many ways. For instance, the students were generally much more engaged compared to previous semesters. This benefits both teachers and students, resulting in more students achieving the learning outcomes and smoother sessions characterised by motivated students and a positive atmosphere. When faced with academically diverse groups of students, differentiated teaching has the potential to produce positive results that outweigh the added costs ( Chamberlin and Powers 2010 ; Ernst and Ernst 2005 ; Santangelo and Tomlinson 2009 ; Turner et al. 2017 ). Thus, our findings demonstrate the utility of differentiated teaching in higher education, challenging the prevailing assumption that differentiated teaching does not apply well to a university setting.
We would like to highlight that the two authors contributed equally to the study and the article. Sincere thanks to Professor Eva Bendix Petersen whose expert knowledge was essential to the study.
See Peergrade, https://www.peergrade.io/ (accessed 28 May 2021).
Figures and data for this statement and other responses on particular methods can be retrieved by contacting the authors. They have been excluded here to avoid an overload of figures.
Document studies constituted the last three out of the nine lectures, which were not a part of the intervention, as explained in the methods section. The readiness survey was used to decide on including that particular method in the course as part of the overall planning, but we do not evaluate on the results of these lessons.
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Matias Thuen Jørgensen is Assistant Professor in the Department of Social Sciences and Business, Roskilde University, Denmark. Matias's research mainly focuses on the tourism phenomenon and sector. He teaches marketing management and supervises students enrolled in business programmes at both the master and bachelor level. He continuously works to develop and refine his pedagogical approach. E-mail: [email protected]
Lena Brogaard is Associate Professor in the Department of Social Sciences and Business, Roskilde University, Denmark. Lena's research focuses on public-private collaboration and contracting out. She teaches and supervises undergraduate and graduate students in quantitative methods, evidence and performance measurement in the public sector as well as marketisation. She is continuously working to develop her teaching strategies and pedagogical approach to enhance student learning. E-mail: [email protected]
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Differentiated Instruction has been promoted as a model to create more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities. Whilst differentiated instruction was originally interpreted as a set of teaching practices, theories now consider differentiated instruction rather a pedagogical model with philosophical and practical components than the simple act of differentiating. However, do teachers also consider differentiated instruction as a model of teaching? This chapter is based on a doctoral thesis that adopted differentiated instruction as an approach to establish effective teaching in inclusive classrooms. The first objective of the dissertation focused on how differentiated instruction is perceived by teachers and resulted in the DI-Quest model. This model, based on a validated questionnaire towards differentiated instruction, pinpoints different factors that explain differences in the adoption of differentiated instruction. The second objective focused on how differentiated instruction is implemented. This research consisted of four empirical studies using two samples of teachers and mixed method. The results of four empirical studies of this dissertation are discussed and put next to other studies and literature about differentiation. The conclusions highlight the importance of teachers’ philosophy when it comes to implementing differentiated instruction, the importance of perceiving and implementing differentiated instruction as a pedagogical model and the importance and complexity of professional development with regard to differentiated instruction.
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Defining differentiation in cyber schools: what online teachers say.
Differentiated Instruction (DI) has been promoted as a model to facilitate more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities (Gheyssens et al., 2020c ). DI aims to establish maximal learning opportunities by differentiating the instruction in terms of content, process, and product in accordance with students their readiness, interests and learning profiles (Tomlinson, 2017 ). This chapter is based on a doctoral thesis that adopted DI as an approach to establish effective teaching in inclusive classrooms. This doctoral dissertation consisted of four empirical studies towards the conceptualisation and implementation of DI (Gheyssens, 2020 ). This chapter summarizes the most important results of this dissertation and includes three parts. First the conceptualisation of DI is discussed. Second, we discuss literature findings regarding the effectiveness of DI. Third, the results of the studies about the implementation of DI are discussed. Finally, based on the previous parts some recommendations for implementation are presented.
2.1 defining differentiated instruction.
Differentiated instruction (DI) is an approach that aims to meet the learning needs of all students in mixed ability classrooms by establishing maximal learning and differentiating instruction with regard to content, process and product in accordance with student needs in terms of their readiness (i.e., student’s proximity to specified learning goal), interests (i.e., passions, affinities that motivate learning) and learning profiles (i.e., preferred approaches to learning) (Tomlinson, 2014 ). Whilst DI was originally interpreted as a set of teaching practices or simplified as the act of differentiating (e.g. van Kraayenoord, 2007 ; Tobin, 2006 ), it is evolved towards a pedagogical model with philosophical and practical components (Gheyssens, 2020 ). This model is rooted in the belief that diversity is present in every classroom and that teachers should adjust their education accordingly (Tomlinson, 1999 ). Tomlinson ( 2017 ) states that DI is an approach where teachers are proactive and focus on common goals for each student by providing them with multiple options in anticipation of and in response to differences in readiness, interest, and learning needs (Tomlinson, 2017 ). From this perspective, differentiation refers to an educational process where students are made accountable for their abilities, talents, learning pace, and personal interests (Op ‘t Eynde, 2004 ). This means that teachers proactively plan varied activities addressing what students need to learn, how they will learn it, and how they show what they have learned. This increases the likelihood that each student will learn as much as he or she can as efficiently as possible (Tomlinson, 2005 ). Moreover, DI emphasizes the needs of both advanced and struggling learners in mixed-ability classroom. In more detail, Bearne ( 2006 ) and Tomlinson ( 1999 ) consider differentiation as an approach to teaching in which teachers proactively adjust curricula, teaching methods, resources, learning activities and student product so that various student’s needs are satisfied (individuals or small groups) and every student is provided with maximum learning opportunities (in Tomlinson et al., 2003 ).
Considering DI as a pedagogical model rather than as a set of teaching strategies became also clear in the validity study of Coubergs et al. ( 2017 ) when they tried to measure DI empirically. Their research resulted in the so-called ‘DI-Quest model’, based on the DI-questionnaire the researchers developed for investigating DI. This model pinpoints different factors that explain differences in the adoption of differentiated instruction (Coubergs et al., 2017 ). It was inspired by the differentiated instruction model developed by Tomlinson ( 2014 ), which presents a step by step process demonstrating how a teacher moves from thinking about DI toward implementing it in the classroom. According to this model, the teacher can differentiate content, process, product, and environments to respond to different needs in learning based on students’ readiness, learning profiles, and interests. Tomlinson ( 2014 ) also stipulates that, to respond adequately to students’ learning needs, teachers should apply general classroom principles such as respectful tasks, flexible grouping, and ongoing assessment and adjustment. In contrast with Tomlinson’s well-known DI model, which also contains concepts relating to good teaching, the DI-Quest model distinguishes teachers who use DI less often from those who use it more often (Gheyssens et al., 2020c ). The DI-Quest model comprises five factors. The five factors are presented in three categories. The key factor, similar to Tomlinson’s ( 2014 ) model, is adapting teaching to students’ readiness, interests, and learning profiles. This is the main factor because it represents the ‘core business’ of differentiating: the teachers adapt his/her teaching to three essential differences in learning. The second and third factors represent DI as a philosophy. The fourth and fifth factor represent differentiated strategies in the classroom (Fig. 30.1 ). Below the figure the different factors are discussed on detail.
The DI-Quest model
Adaptive teaching illustrates that the teacher provides various options to enable students to acquire information, digest, and express their understanding in accordance with their readiness, interests, and learning profiles (Tomlinson, 2001 ). Differences in learning profiles are described by Tomlinson and colleagues ( 2003 , p. 129) as “a student’s preferred mode of learning that can be affected by a number of factors, including learning style, intelligence preference and culture.” Applying different learning profiles positively influences the effectiveness of learning because students get the opportunity to lean the way they learn best. Responding to student interests also appears to be related to more positive learning experiences, both in the short and long term (Woolfolk, 2010 ; Tomlinson et al., 2003 ). Ryan and Deci ( 2000 ) claimed that understanding what motivates students will help develop interest, joy, and perseverance during the learning process. Thus, investing in differences in interests increases learning motivation among students. Taking account of students’ readiness can also lead to higher academic achievement. Readiness focuses on differences arising from a student’s learning position relative to the learning goals that are to be attained (Woolfolk, 2010 ). When taking students’ readiness into account enables every student to attain the learning objectives in accordance with their learning pace and position (Gheyssens et al., 2021 ).
The first philosophical factor to consider is the ‘growth mindset’. Tomlinson ( 2001 ) addressed the concept of mindset in her DI model by stating that a teacher’s mindset can affect the successful implementation of differentiated instruction (Sousa & Tomlinson, 2011 ). Teachers with a growth mindset set high goals for their students and believe that every student is able to achieve success when they show commitment and engagement (Dweck, 2006 ). The second philosophical factor is the ‘ethical compass’. This envisions the use of curriculum, textbooks, and other external influences as a compass for teaching rather than observations of the student (Coubergs et al., 2017 ; Tomlinson & Imbeau, 2010 ). An ethical compass that focuses on the student embodies the development of meaningful learning outcomes, devises assessments in line with these, and creates engaging lesson plans designed to enhance students’ proficiency in achieving their learning goals (Tomlinson & Imbeau, 2010 ). Research on self-reported practices demonstrated that teachers with an overly rigid adherence to a curriculum that does not take students’ needs into account, report to adopt less adaptive teaching practices (Coubergs et al., 2017 ; Gheyssens et al., 2020c ).
The next factor is the differentiated practice to be explained is ‘flexible grouping’. Switching between homogeneous and heterogeneous groups helps students to progress based on their abilities (when in homogeneous groups) and facilitates learning through interaction (when in heterogeneous groups) (Whitburn, 2001 ). Given that the aim of differentiated instruction is to provide maximal learning opportunities for all students, variation between homogeneous and heterogeneous teaching methods is essential. Coubergs et al. ( 2017 ) found that combining different forms of flexible grouping positively predicts the self-reported use of adaptive teaching in accordance with differences in learning. The final factor in the DI-Quest model is the differentiated practice ‘Output = input.’ This factor represents the importance of using output from students (such as information from conversations, tasks, evaluation, and classroom behaviour) as a source of information. This output of students is input for the learning process of the students themselves by providing them with feedback. But this output is also crucial input for the teacher in terms of information about how students react to his/her teaching (Hattie, 2009 ). Assessment and feedback are not the final steps in the process of teaching, but they are an essential part of the process of teaching and learning (Gijbels et al., 2005 ). In this regard, Coubergs et al. ( 2017 ) state that including feedback as an essential aspect of learning positively predicts the self-reported use of adaptive teaching.
Several studies dealing with the effectiveness of DI have demonstrated a positive impact on student achievement (e.g. Beecher & Sweeny, 2008 ; Endal et al., 2013 ; Mastropieri et al., 2006 ; Reis et al., 2011 ; Smale-Jacobse et al., 2019 ; Valiandes, 2015 ). However, while recent theories plead for a more holistic interpretation of DI, being a philosophy and a practice of teaching, empirical studies on the impact on student learning are often limited to one aspect of DI, e.g. ability grouping, tiering, heterogenous grouping, individualized instruction, mastery learning or another specific operationalization of DI (e.g. Bade & Bult, 1981 ; Tomlinson, 1999 ; Vanderhoeven, 2004 ; Smale-Jacobse et al., 2019 ). Often studies on DI are also fragmented in studies on ability grouping, tiering, heterogenous grouping, individualized instruction, mastery learning or another specific operationalization of DI (Coubergs et al., 2013 ; Smale-Jacobse et al., 2019 ). Although effectiveness can be found for most of these operationalisations, overall the evidence is limited and sometimes even inconclusive (e.g. evidence of the benefits on ability grouping). Indeed research indicates that DI has the power to benefit students’ learning. However, this might not always be the case for all students. For example Reis and colleagues demonstrated that at-risk students are most likely to benefit from DI (e.g. Reis et al., 2011 ). By contrast, experimental research on DI by Valiandes ( 2015 ) showed that although the socioeconomic status of students correlated with their initial performance, it had no effect on their progress. This confirmed that DI can maximize learning outcomes for all students regardless of their socioeconomic background. It also depends on how DI is implemented, for example the effects of ability grouping may differ for subgroups of students (Coubergs et al., 2013 ). A recent review on DI concluded that studies of effectiveness of DI overall report small to medium-sized positive effects of DI on student achievement. However, the authors of this study plead for more empirical studies towards the effectiveness of DI on both academic achievement and affective students’ outcomes, such as attitudes and motivation (Smale-Jacobse et al., 2019 ).
Differentiated instruction is often presented in a fragmented fashion in studies. For example, it can be defined as a specific set of strategies (Bade & Bult, 1981 ; Woolfolk, 2010 ) or studies with regard to the effectiveness of DI often focus on specific differentiated classroom actions, rather than on DI as a whole-classroom approach (Smale-Jacobse et al., 2019 ). Moreover, DI is not only in studies fragmented defined and investigated, DI is also perceived by teachers in a fragmented way (Gheyssens, 2020 ). For example, using mixed methods, this study explored to what degree differentiated practices are implemented by primary school teachers in Flanders (Gheyssens et al., 2020a ). Data were gathered by means of three different methods, which are compared: teachers’ self-reported questionnaires (N = 513), observed classroom practices and recall interviews (N = 14 teachers). The results reveal that there is not always congruence between the observed and self-reported practices. Moreover, the study seeks to understand what encourages or discourages teachers to implement DI practices. It turns out that concerns about the impact on students and school policy are referred to by teachers as impediments when it comes to adopting differentiated practices in classrooms. On teacher level, some teachers expressed a feeling of powerlessness towards their teaching and have doubts if their efforts are good enough. On school level, a development plan was often missing which gave teachers the feeling that they are standing alone (Gheyssens et al., 2020a ). Other studies confirm that when beliefs about teaching and learning are different among various actors involved in a school, this can limit DI implementation (Beecher & Sweeny, 2008 ). However, we know form the DI-Quest model how important a teachers’ mindset is when it comes to implementing DI. In this specific study teachers were asked about both hindrances and encouragements to implement DI. Teachers only responded with hindrances. In addition, flexible grouping, which in theory is an ideal teaching format when it comes to differentiation, occurs often randomly in the classroom without the intention to differentiate. The researchers of this study concluded that teachers do not succeed in implementing DI to the fullest because their mindset about DI is not as advanced as their abilities to implement differentiated practices. These practices, such as flexible grouping for example, are often part of the curriculum. Moreover, also in teacher education programmes pre-service teachers are trained to use differentiated strategies. However, teacher education programmes approach DI mostly again as a set of teaching practices. Teaching a mindset is much more difficult and complicated. This focus on DI as only a practice and as a pedagogical model, like the DI-Quest model demonstrates, leads to partial implementation of DI. DI is then perceived as something teachers can do “sometimes” in their classrooms, rather than a pedagogical model that is embedded in the daily teaching and learning process (Gheyssens et al., 2020a ).
In other words, one aspect of DI is often implemented, one specific teaching format is applied, or one strategy is adopted to deal with one specific difference between learning. As a consequence, some aspects will be improved or some students will benefit from this approach, but the desired positive effects on the total learning process of all the students that theories about DI promise, will remain unforthcoming. Below some recommendations are listed to implement DI more as a pedagogical model and less fragmented.
Review studies which investigated the effectiveness and implementation of specific operationalizations of DI (for example grouping) report small to medium effects on student achievement (Coubergs et al., 2013 ; Smale-Jacobse et al., 2019 ). Although theories recommend approaching DI as a holistic concept, the effectiveness of such a holistic approach on student learning has, to our knowledge, not yet been investigated. We emphasize the importance of presenting and perceiving DI as a pedagogical model that is regarded as a philosophy of teaching and a collection of teaching practices (Tomlinson, 2017 ). Thus, DI is considered a pedagogical model that is influenced by teachers’ mindset and one which encourages teachers to be proactive, involves modifying curricula, teaching methods, resources, learning activities and student products in anticipation of, and response to, student differences in readiness, interests and learning profiles, in order to maximize learning opportunities for every student in the classroom (Coubergs et al., 2017 ; Tomlinson, 2017 ). In this regard we would also like to emphasize that these modifications do not necessary involve new teaching strategies and extra workload for teachers, but require that teachers shift their mindset and start acting more pro-actively, planned better and be more positive. In a study that investigated the effectiveness of a professional development programme about inclusive education on teachers’ implementation of differentiated instruction, teachers stated that after participating in the programme they did not necessarily adopt more differentiated practices, but they did the ones they used more thoroughly (Gheyssens et al., 2020b ). As demonstrated in the DI-Quest model, in order to implement DI as a pedagogical model, it is essential to start with the teachers’ philosophy. However, changing a philosophy does not come about overnight, but rather demands time and patience (Gheyssens, 2020 ).
When DI becomes a pedagogical model that consists of both philosophy and practice components, and furthermore demands that teachers have a positive mindset towards DI in order to implement DI effectively, professional development for some teachers is necessary to strengthen their competences and to support them in embedding DI in their classrooms. Depending on the current mindset of the teacher, some will need more support, while for other teachers differentiating comes naturally. However, if we want teachers to implement DI as a pedagogical model and not just as fragmented practices, teachers need to be prepared and supported. Professional development is essential for teachers to respond adequately to the changing needs of students during their careers (Keay & Lloyd, 2011 ; EADSNE, 2012 ). However, professional development is also complex. The final study in the dissertation of Gheyssens ( 2020 ) investigated the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test, and control group was used to study the impact of the programme on teachers’ self-reported differentiated philosophies and practices. Questionnaires were collected from the experimental group (n = 284) and control group (n = 80) and pre- and post-test results were compared using a repeated measures ANOVA. Additionally, interviews with a purposive sample of teachers (n = 8) were conducted to explore teachers’ experiences of the PDP. The results show that the PDP was not effective in changing teachers’ DI competences. Multiple explanations are presented for the lack of improvement such as treatment fidelity, the limitations of instruments, and the necessary time investment (Gheyssens et al., 2020b ).
We found similar information in other studies. For example Brighton et al. ( 2005 ) stated that the biggest challenge for most teachers is that DI questions their previous beliefs. This ties in with our emphasis on teachers’ mindset. To participate in professional development, teachers need to have/keep an open mind in order to respond to new forms of diversity and new opportunities for collaborating with colleagues. Although continued professional development is necessary and important for teachers, it is a complex process. We refer to the work of Merchie et al. ( 2016 ) who identified nine characteristics of effective professional development, with one of them being that the supervisor is of high quality and is competent when it comes to giving and receiving constructive feedback and imparting other coaching skills (Merchie et al., 2016 ). Literature states that professional development is only successful if teachers are active participants, if they have a voice in what and how they learn things, and if the PDP is tailored to the specific context (Merchie et al., 2016 ). However, PDP often works towards a specific goal which is not always very flexible. A suitable coach is able to find a balance between these two extremes. Or, specifically within inquiry-based learning as an example, the coach needs to find the fragile balance between telling the teachers what to do, and letting them find their own answers. Finding such a balance and guiding teachers towards looking for and finding the answers they need is important if we wish to establish the desired improvement we want to see in teachers’ professional development. In this regard, Willegems et al. ( 2016 ) plead for the role of a broker as a bridge-maker in professional development trajectories, in addition to the role of coach (Willegems et al., 2016 ).
In addition, collaboration is indeed essential for effective professionalisation (Merchie et al., 2016 ) and beneficial for DI implementation (De Neve et al., 2015 ; Latz & Adams, 2011 ). In a professional development study where inquiry-based learning was applied to teams of teachers at schools, teachers reported positive experiences in discussing their individual learning activities, and during the programme became aware of the need to work together on the collective development of knowledge in the school. They all agreed that to implement DI they needed to collaborate more. A common school vision and policy is necessary for the implementation of specific differentiated measures, as these currently differ between teachers and grades, and can be confusing for students. This is consistent with previous research that states that collaboration is crucial for creating inclusive classrooms (Hunt et al., 2002 ; Mortier et al., 2010 ; EADSNE, 2012 ; Claasen et al., 2009 ; Mitchel, 2014 ). A first step in this process is realising that collaboration is beneficial for both teachers and students (EADSNE, 2012 ).
The chapter summarizes a doctoral dissertation that started with the assumption from theory that differentiated instruction can be adopted to create more inclusive classrooms. Theories describe DI as both a teaching practice and a philosophy, but the concept is rarely measured as such. Empirical evidence about the effectiveness and operationalisation of differentiating is limited. The general aim of this research was to gain a more in-depth understanding of the concept of DI. This main aim was subdivided into two objectives. The first objective focused on how DI is perceived by teachers and resulted in the DI-Quest model. The second objective focused on how DI is implemented. Four empirical studies were conducted to address these objectives. Two different samples spread over three years were adopted (1302 teachers in study 1 and 1522 teachers in studies 2, 3 and 4) and mixed methods were applied to investigate these research goals. In this chapter the results of these studies were put next to other studies and literature about differentiation. The conclusions highlight the importance of teachers’ philosophy when it comes to implementing DI, the importance of perceiving and implementing DI as a pedagogical model and the importance and complexity of professional development with regard to DI. Overall, the authors of this dissertation conclude that DI can be as promising as theories say when it comes to creating inclusive classrooms, but at the same time their research illustrated that the reality of DI in classrooms, is far more complex than the theories suggest.
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Gheyssens, E., Griful-Freixenet, J., Struyven, K. (2023). Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms. In: Maulana, R., Helms-Lorenz, M., Klassen, R.M. (eds) Effective Teaching Around the World . Springer, Cham. https://doi.org/10.1007/978-3-031-31678-4_30
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Differentiated instruction is a viable asset-based approach that serves as an engine for learners who face systematic barriers in higher education. It is vital to ensure an equitable digital environment where each student receives relevant experiences that are aligned with their academic goals. This presentation provides an overview of strategies that engage students’ prior knowledge and supports their performance by differentiating the content, process, environment, and assessments using learning analytics provided by adaptive courseware.
Ruanda Garth-McCullough
Director of Program Development | Achieving the Dream
Dr. Garth-McCullough, the Director of Programs, leads the Every Learner Everywhere initiative at Achieving the Dream. Her expertise in CRT guides her equity-minded teaching and learning coaching.
Sarah Kinnison
Program Development Consultant | Achieving the Dream
Sarah Kinnison is a consultant for program development at Achieving the Dream, supporting the Every Learner Everywhere digital learning initiative to serve low-income, racially minoritized, and first-generation students in gateway courses by developing faculty development services for student success and equity-focused initiatives. Previously, Sarah served as researcher, writer and curriculum consultant for various educational organizations working to break down systemic barriers and expand the reach of educational excellence to all students. Her expertise in philosophy of education and pedagogy guides her work in developing and designing teaching and learning initiatives. Sarah views equity as a critical aspect of education that benefits learners of all backgrounds and society as a whole. Her work invites education professionals to bring greater awareness to students’ cultural identities as assets to leverage full learning capacity and self efficacy. Sarah earned her Masters in Education from University of Illinois, Chicago and her BA in Fundamentals/Philosophy of Education from The University of Chicago.
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Differentiated instruction is a flexible approach to teaching in which a teacher uses varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools. It results in a more personal, proactive learning environment, inclusive of a wide variety of learners [1].
Differentiated instruction includes:
Differentiated instruction does not include:
Watch the following video for a brief introduction to the concept of Differentiated Instruction (DI).
Click here to view the transcript for this video.
[1] (British Columbia Ministry of Education, 2011)
[2] (Ontario Ministry of Education, 2004)
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MBBS | RUB 2,00,000 | Rs. 1,79,500/- |
According to UniRank, the Yaroslav-the-Wise Novgorod State University Ranking in Russia and world ranking:
Yaroslav-the-Wise Novgorod State University Country Ranking | 75 |
Yaroslav-the-Wise Novgorod State University World Ranking | 3239 |
Please review the MBBS Syllabus of some of Russia’s top-ranked, NMC-approved medical colleges before applying to Yaroslav the Wise Novgorod State University. In Russia, the structure and pattern of MBBS are as follows.
Year | Semester | Subjects |
---|---|---|
1st year | 1st semester | Anatomy |
2nd semester | Anatomy and Histology | |
2nd year | 3rd semester | Histology, Biochemistry, Physiology, Cell Biology, Microbiology, General Pathology |
4th semester | Biochemistry, Micro-Biology, Physiology | |
3rd year | 5th semester | Pathology, Pharmacology, Micro-Biology, Path physiology |
6th semester | Pathology, Path Physiology, and Pharmacology, Genetics | |
4th-6th year | 7th-12th semester | General Surgery, Neurology, Primary Care medicine, Obstetrics and Gynecology, Oncology, Internal Medicine, Pediatrics, Internal medicine, Neurology and Psychiatry, Psychology, ENT, Emergency Medicine, and Cardiology |
Yaroslav-the-Wise Novgorod State University Russia Address: Bol’shaya Sankt-Peterburgskaya Ulitsa, 41, 3411 Ofis, 4 Etazh, Veliky Novgorod, Novgorodskaya oblast’, Russia, 173003 Website: https://portal.novsu.ru/
Where is yaroslav-the-wise novgorod state university located.
Bol’shaya Sankt-Peterburgskaya Ulitsa, 41, 3411 Ofis, 4 Etazh, Veliky Novgorod, Novgorodskaya oblast’, Russia, 173003
Various scholarships and service grants are available to deserving students. The Study Now, Pay Later Plan is also available case-to-case basis.
Yaroslav University accepts transferees on a case-to-case basis.
Hi, I'm Rahul Kumar, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!
Notify me via e-mail if anyone answers my comment.
Differentiated instruction is an approach that enables instructors to plan strategically to meet the needs of every learner. The approach encompasses planning and delivery of instruction, classroom management techniques, and expectations of learners’ performance that take into consideration the diversity and varied levels of readiness, interests, and learning profiles of learners.
Differentiated instruction is an approach that enables instructors to plan strategically to meet the needs of every learner. It is rooted in the belief that there is variability among any group of learners and that instructors should adjust instruction accordingly (Tomlinson, 1999, 2001, 2003). The approach encompasses the planning and delivery of instruction, classroom management techniques, and expectations of learners’ performance that take into consideration the diversity and varied levels of readiness, interests, and learning profiles of the learners.
Differentiated instruction can be looked at as an instructor’s response to learner differences by adapting curriculum and instruction on six dimensions, including how the instructor approaches the (1) content (the what of the lesson), (2) process (the how of the lesson), and (3) expected product (the learner-produced result), and takes into consideration the learner’s (4) interest , (5) profile (learning strengths, weaknesses, and gaps), and (6) readiness . These adaptations can be planned to happen simultaneously, in sequence, or as needed depending on the circumstance and goals of instruction. Teaching small groups of learners, grouped based on instructional approach and learner profile, is a cornerstone of differentiated instruction.
Here is an example. An instructor who is teaching writing (the content ) in an adult basic education (ABE) class needs to understand the various learners’ readiness to write independently or collaboratively, the supports they might need to engage in the process based on their learning profiles , the quality and quantity of the learner product to be expected, and the learners’ interests . Some of this understanding will come from professional observation of the learners over time; some of it will come from informal assessments gathered from previous writing assignments.
Planning is critical. For instance, knowing that some learners need templates, prompts, or advance organizers to prepare them to write, or software to assist them with spelling, means that the necessary supports, such as use of the computer lab with concept-mapping software and word processors, need to be planned for in advance. Perhaps a colleague who has more experience with a particular level or type of learner can collaborate or team teach a small group to better meet their needs. Perhaps a more advanced peer learner can run a small group or provide technology assistance.
An instructor teaching persuasive essays (the content ) may begin with a study of various models such as op-ed pieces from the local newspaper to identify the elements of such an essay. The class may spend time brainstorming to elicit learners’ interests in various “hot topics” of the day, while creating lists of vocabulary words to support composition. Deciding on a couple of key topics, learners may be grouped to continue to generate possible argument points. A scribe in the group can generate a web or advance organizer that captures the discussion. Learners can then be regrouped according to the level of support they need (their profile and readiness ) for composition (the process ).
Those who can compose on their own can work independently or in dyads to conduct further research on the Internet to provide evidence for their argument; those who need technical support can work in the computer lab with the instructor and an advanced peer, possibly with a precreated outline or template; those who cannot compose on their own can work in a smaller group with a tutor or the instructor to generate a group essay that learners can each then work on for editing and revising. Conferencing with each learner can be another opportunity for accommodating learners’ readiness by focusing only on the mechanics, grammar, or organizational elements that the writer is able to master. Final products can be shared in various ways: published by the learners to a blog or submitted to a newspaper, posted in the classroom, read to the class, etc. The essays, the products , which result from the group will be varied in their complexity and sophistication, yet all learners will have engaged in the process and basic key elements of a persuasive essay (brainstorming, planning, outlining, composing, editing, revising, and sharing).
Technology tools can help make this coordination more efficient by providing productivity support for instructors, providing supports for learners at varying levels of readiness, and offering learners options for demonstrating their understanding and mastery of the material. To see how technology can help, see TEAL Center Fact Sheet No. 7 on Technology-Supported Writing Instruction .
Classroom management to coordinate flexible groupings and projects is a key component of applying differentiated instruction. Following are some ideas for creating and coordinating groups in a multi-level, differentiated class:
This TEAL Center fact sheet draws on two NCSALL Focus on the Basics articles (Corley, 2005; Silver-Pacuilla, 2007) and resources created by the Center for Implementing Technology in Education
For adult education, the principles of differentiating instruction are not new: engaging learners based on their interests, creating activities based on learners’ needs and roles, and recognizing and honoring the diversity in any classroom. Applying these principles informed by the analysis of formal and informal assessment data may require a new way of working, however, as well as enhanced coordination among instructors within a program, lesson planning, and instructional delivery. See related TEAL Center Fact Sheets on Student-Centered Learning (No. 6), Effective Lesson Planning (No. 8), and Adult Learning Theories (No. 11).
Corley, M. (2005). Differentiated instruction: Adjusting to the needs of all learners. Focus on the Basics , Vol. 7, Issue C: March. Available at: http://www.ncsall.net/?id=736
Silver-Pacuilla, H. (2007). Getting started with assistive technology. Focus on the Basics , Vol. 8, Issue D: November. Available at: http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners . Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching . Alexandria, VA: Association for Supervision and Curriculum Development.
Authors: TEAL Center staff
Adapted from two NCSALL Focus on the Basics articles, Vol. 7, Issue C, and Vol. 8, Issue D.
About the TEAL Center: The Teaching Excellence in Adult Literacy (TEAL) Center is a project of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE), designed to improve the quality of teaching in adult education in the content areas.
Yaroslav the Wise Novgorod State University Russia is one of the best universities in Russia. It is also known informally as NovSU, and was founded in 1993 by merging the two oldest higher education institutions of Veliky Novgorod: the Pedagogical and Polytechnic Institutes. Later, Novgorod Agricultural Academy was included in the structure of the University. Yaroslav University is one of the best medical universities for MBBS in Russia.
Abroad University MBBS Application Form 2024 | |
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Manipal Pokhara College of Medical Science, Pokhara, Nepal | |
Kursk State Medical University, Russia | |
Grigol Robakidze University, Georgia |
Yaroslav the Wise Novgorod State University Russia comprises 7 scientific and educational institutions: Institute of Medical Education, Humanities Institute, Institute of Electronic Information Systems, Institute of Continuous Pedagogical Education, Institute of Digital Economics, Management and Service, Institute of Agriculture and Natural Resources, and Polytechnic Institute. The university also includes 4 vocational colleges: Polytechnic, Humanities, Medical and Economic.
College summary.
Before we complete the college Summary, let us look at the essential details of Yaroslav the Wise Novgorod State University Russia.
Wants to Study MBBS Abroad from a top Country with low tution Fees? Subscribe Now!
Novgorod University | |
Novgorod Oblast, Russia | |
1993 | |
Public | |
Prof., Dr. Yuri Borovikov | |
07+ | |
10000+ | |
English & Russian | |
Not Required | |
, | |
Ministry of Health of the Russian Federation | |
USD- $3,940 INR- ₹3,27,000/- | |
Country- 75 World- 3239 ( : UniRank ) | |
September Intake | |
Yes (Male & Female) | |
Tunoshna Airport | |
https://portal.novsu.ru/ | |
These are the renowned bodies who’ve given reputation to the Yaroslav the Wise Novgorod State University Russia.
Yaroslav the Wise Novgorod State University Russia faculties differ from one department to another, encompassing various disciplines and specialities.
Yaroslav the Wise Novgorod State University Russia Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. The College is famous for its undergraduate medical programs (MBBS).
MBBS | 6 Years (English Medium) 7 Years (Russian Medium) |
To get admission to Yaroslav the Wise Novgorod State University in Russia, Indian students must qualify for the National Eligibility Entrance Exam (NEET).
Russia is a top choice for international students to study medicine. If you want to pursue an MBBS at Yaroslav the Wise Novgorod State University in Russia, check the Yaroslav the Wise Novgorod State University Russia eligibility requirements below.
Your age should be at least 17 years old on or before 31st December of the admission year. *No Upper Age Limit. | |
Class 12th in Science, with PCB and English subjects from a board recognized by the authorities in India. | |
50% in 10+2 (UR) 45% (SC/OBC/ST) | |
(For Indian Students) |
Graphical Representation of Eligibility Criteria
Before taking admission at Yaroslav the Wise Novgorod State University Russia, please carry all these related documents.
The Yaroslav the Wise Novgorod State University Russia Fee Structure for MBBS is mentioned in this section.
MBBS | $3,940 | ₹ 3,27,000/- |
According to UniRank, the Yaroslav the Wise Novgorod State University Ranking in Russia and world ranking:
Country Ranking | 75 |
World Ranking | 3239 |
Yaroslav the Wise Novgorod State University Russia Address: Bol’shaya Sankt-Peterburgskaya Ulitsa, 41, 3411 Ofis, 4 Etazh, Veliky Novgorod, Novgorodskaya oblast’, Russia, 173003 Website: https://portal.novsu.ru/
Where is yaroslav the wise novgorod state university russia located.
Bol’shaya Sankt-Peterburgskaya Ulitsa, 41, 3411 Ofis, 4 Etazh, Veliky Novgorod, Novgorodskaya oblast’, Russia, 173003
Various scholarships and service grants are available to deserving students. The Study Now, Pay Later Plan is also available case-to-case basis.
Yaroslav University accepts transferees on a case-to-case basis.
Hello, I'm Manish Verma, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!
Notify me via e-mail if anyone answers my comment.
Abroad MBBS Update 2024 : Admission Dates, Top College, Fees, Location, Scholarship etc.
Get admission to Top Overseas Universities with Affordable Fees.
hi are there any international destinations by train from novgorod?
Very easy to answer: no
how about st petersburg? how long and how much?
I can by tickets to helsinki from novgorod at the station?
There is no direct train from Novgorod to any destination abroad - i.e. you need to change a train (and, most likely, train station - in St.Petersburg or Moscow).
so how much would it cost to get from novgorod to st petersburg?
ticket for Novgorod - St.Petersburg train costs about 700 rubles - a $21.
This topic has been closed to new posts due to inactivity.
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Differentiated instruction involves teaching in a way that meets the different needs and interests of students using varied course content, activities, and assessments. ... W.D., Solis, O.J., and Kincade, D.H. (2017). "Differentiating Instruction for Large Classes in Higher Education", International Journal of Teaching and Learning in ...
One concept that higher education should borrow from K-12 educators is differentiated instruction. This is the notion - rooted in the one-room schoolhouse - that multiple forms of learning can take place simultaneously in a single classroom. ... Differentiated instruction addresses differences in student preparation, interests, and ...
styles, and cultural backgrounds—K-12 teachers have been using differentiated instruction, supported by research, for decades. While positive results have been shown in K-12 education, the literature to support differentiated instruction in higher education to meet the diverse needs of college students remains inconclusive.
University of North Dakota. As diversity in higher education increases, the one-size-fits-all, teacher-centered, traditional model of lecture-style teaching sets students up for failure. In addition, the strategic rhetoric of blaming students for academic failures keeps the systemic power in place, justifying the current system.
Students come to the classroom with diverse experiences, understandings, interests, strengths, and needs. Differentiated Instruction Made Practical will teach you the why and how of building differentiated instruction into your daily teaching habits and routines.. Course content includes theory and practice, emphasizing sustainability for instructors and engaging, flexible, deep, and durable ...
Differentiated teaching in higher education. Differentiated teaching is defined in somewhat different ways in the scholarly literature, but the fundamental pedagogy comprises a constructive response to what learners already know (Ismajli and Imami-Morina 2018).Differentiated teaching has been divided into two approaches: divergent, where goals and teaching methods are highly specified to meet ...
Differentiated instruction can be seen as a part of the broader construct differentiation, which not only includes DI during a lesson but also student assessment, evaluation, philosophical aspects, and more general principles (cf. Smale-Jacobse et al., 2019; Tomlinson, 2014).To attain a clear focus despite the fuzzy construct of differentiation (Deunk et al., 2018), we focused the current ...
Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. ... self-regulated learning in the college classroom. In Perry R., Smart J. (Eds.), Handbook on teaching and learning in higher education (pp. 55-128). Dordrecht, Netherlands: Springer. Google Scholar *Pitts ...
Differentiated Instruction (DI) has been promoted as a model to facilitate more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities (Gheyssens et al., 2020c).DI aims to establish maximal learning opportunities by differentiating the instruction in terms of content, process, and product in accordance with students their readiness, interests and ...
The inclusion of the tenets of Differentiated Instruction (DI) can positively impact student learning outcomes by promoting changes in instructors' delivery and instructional methods within higher education. DI is extensively researched and implemented in K-12 settings, yet there exists little research about its effectiveness in higher ...
This chapter introduces the reader to the instructional strategy of differentiated instruction within the institute of higher education classrooms. It educates college professors on the advantages and disadvantages of using differentiated instruction in their courses and provides examples of how to use it. This chapter also informs preservice teachers in undergraduate or graduate teaching ...
Differentiated instruction (DI) is a well-known and practice-proven approach that responds effectively to the diverse students' needs (Coffey ... school (Gymnasium): type of school that provides diligent general education qualifying students for entrance to higher education. Since in Germany ability tracking is the standard in secondary ...
implementation of differentiated instruction which is an innovative educational strategy, based according to Tomlinson and Imbeau (2010) on the fact that students of the same age. differ in their ...
Differentiated instruction is a viable asset-based approach that serves as an engine for learners who face systematic barriers in higher education. It is vital to ensure an equitable digital environment where each student receives relevant experiences that are aligned with their academic goals.
Multiple learning. Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of ...
This literature review examines 16 studies regarding differentiated instruction in higher education which have taken place during the last decade. The results of the research revealed that differentiated instruction contributes to mobilizing preservice teachers, improving their performance and developing positive attitudes and beliefs of ...
What is Differentiated Instruction? Differentiated instruction is a flexible approach to teaching in which a teacher uses varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools. It results in a more personal, proactive learning environment, inclusive of a wide variety of learners [1]. Differentiated ...
Yaroslav the Wise Novgorod State University is one of Russia's most significant institutions. The Yaroslav-the-Wise Novgorod State University, commonly known colloquially as NovSU was created in 1993 by the merger of Veliky Novgorod's two oldest higher education institutions, the Pedagogical and Polytechnic Institutes.Later, the Novgorod University was included in the University's framework.
Answer 1 of 5: Hello So after researching, asking, and reading these posts I still have a question about bus to Novgorod from st Petes Is the only station they depart from at the canal? Or do they also depart from Moscow train station in st Petes? Also if they...
Differentiated instruction is an approach that enables instructors to plan strategically to meet the needs of every learner. The approach encompasses planning and delivery of instruction, classroom management techniques, and expectations of learners' performance that take into consideration the diversity and varied levels of readiness, interests, and learning profiles of learners.
It is also known informally as NovSU, and was founded in 1993 by merging the two oldest higher education institutions of Veliky Novgorod: the Pedagogical and Polytechnic Institutes. Later, Novgorod Agricultural Academy was included in the structure of the University. Yaroslav University is one of the best medical universities for MBBS in Russia.
Answer 1 of 8: Hi are there any international destinations by train from novgorod?