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หมุนง่าย uncumbersome วิธีอื่นคือการหมุน มีให้คุณได้โดยไม่สร้างการวางแผนและทรัพยากรมหาศาล A couple of years ago I had three extremely able pupils in an A level group. They were writing essays that could have been published in acadamic journals. and their conversation in class was extraordinarily analytical and detailed. of course I was aware that they shouldn't be allowed to dominate the discussion, while at the at the same time it was clear that less able pupils were benefiting from listening to them. Striking that balance is part of differentiation, and any decent teacher will be thinking about it. In particular, I had to be sure that the three or four pupils who were aiming at D grades didn't feel intimidated, inhibited or undervalued, and that they took part in class activities. I did this by creating discussion activities with clear structure and focus, by judicially altering groupings, by creating tasks which allowed for differentiated responses, and by generating discreetly differentiated research tasks. However, it became clear to me as I taught the class that further group of pupils - four bright girls, who in most A-level classes would have been the predominant group - was suffering They were interested but made little contribution to discussion, and this is vital, since moving the mouth exercises the brain; post- 16 teaching is essentially discursive. These very able and conscien tious pupils were being overshadowed. I decided to focus on them for about three weeks. I required their inclusion in discussion and I focused my oral and written responses on them. There was a noticeable change in their participation and confidence, though I hope and believe that no one noticed what I was doing.
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