Differentiating Teaching for Sustainability for Diverse Student Learning

Attuned Pedagogy: The Artistry of Differentiated Instruction from a Taiwanese Cultural Perspective

“…They need to know how to use instruments or pre-assessments for making proper decisions for instructional planning. Teachers need effective teaching strategies to scaffold or accelerate enrichment or self-directed learning (Smith, 2015a(Smith, , 2015b. However, in terms of attuned pedagogy-the best practice for teaching to unique student needs from a Taiwanese perspective-the problem originates from when more than how.…”

“…For teachers in Taiwan, the challenge to implement the concept of differentiated instruction is not a paradigm shift from whole class teaching to differentiated instruction, rather a paradigm shift regarding what rightness of good fit means that is to dynamically and efficiently to fit teaching to student's unique needs. It is to fully understand that differentiated instruction is not a new concept at all (Maker, 1982;Smith, 2015aSmith, , 2015bTomlinson, 2017), and the highest misconception is to assume that teachers do not differentiate without understanding the concept of differentiated instruction.…”

An Analysis on the Effectiveness of the Tertiary Science Education Curriculum in the University of Nueva Caceres as Perceived by Science Teachers and Students

“…The article further stated that the single most important goal of science education must produce scientifically literate citizen for a better understanding not just of themselves but of the world in which they inhabit. The pedagogical approach made the teacher a facilitator of learning experiences involving students as active participants [10][13] [14]. Teachers must be a good role model to the students in order that students must be participating in discussion.…”