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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Hagit Inbar-Furst
Coordinator Office Hours:
By prior arrangement
Teaching Staff:
Dr. Hagit Inbar-Furst
Course/Module description:
We will explore the characteristic of the heterogeneous classroom from different perspectives such as: learning styles, patterns of motivation, learning disabilities, emotional and behavioral problems, deficiencies in social skills. The course will provide pedagogic and management strategies for teachers in heterogeneous classrooms.
Course/Module aims:
1. Provide tools for recognizing the diversity among students.
2. Present teaching strategies for the heterogeneous classrooms.
3. Present management strategies for the heterogeneous classrooms.
Learning outcomes - On successful completion of this module, students should be able to:
1. To identify learning and behavior patterns among students in the heterogeneous classroom.
2. To adapt teaching methods and classroom management strategies that suite the heterogeneous classroom.
Attendance requirements(%):
100%
Teaching arrangement and method of instruction:
1. Lectures.
2. cooperative learning
Course/Module Content:
1. The heterogeneous classroom.
2. Learning styles.
3. Memory.
4. Motivation.
5. Learning disabilities.
6. Differential instruction.
7. Cooperative learning.
8. Evaluation, feedback and grades.
9. Disciplinary problems.
10. Classroom management.
Required Reading:
Gabaldón-Estevan, D. (2020). Heterogeneity versus homogeneity in schools: a study of the educational value of classroom interaction. Education Sciences, 10(11), 335.
Scorțan1, D. (2021). Using students’ different learning styles to enhance classroom interaction. Revista de Științe Politice, 72, 142-151.
de Carvalho, E., & Skipper, Y. (2020). A two‐component growth mindset intervention for young people with SEND. Journal of Research in Special Educational Needs, 20(3), 195-205.
Pei-Ying, L., & Yu-Cheng, L. (2019). Understanding how teachers practices inclusive classroom assessment. Studies in Educational Evaluation, 63, 113-121.
Gaitas, S., Carêto, C., Peixoto, F., & Castro Silva, J. (2022). Differentiated instruction:‘to be, or not to be, that is the question’. International Journal of Inclusive Education, 1-17.
Sahli Lozano, C., Brandenberg, K., Wicki, M.,
Troesch L.M., & Wüthrich, S. (2023): The effects of accommodations and curriculum
modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland. European Journal of Special Needs Education,
Additional Reading Material:
אלבלדה, נ' (2020). "חנוך לנער ולנערה על פי דרכם" – תובנות מחקר המוח להוראה בכיתה הטרוגנית. אאוריקה, 43, 20-13.
דרסלב, מ' וסלע ל' (2020). שונויות בין תלמידים – הזדמנות להעצמת היחיד והקבוצה. אאוריקה, 43, 12-6.
ספקטור-לוי, א', אלוני א', גונדה קרן, י' ויפרח, מ' (2020). מודל הוליסטי רב-ערוצי – כלי עזר למורה במתן מעננה למגוון לומדים. אאוריקה, 43, 30-21.
Decristan, J., Fauth, B., Kunter, M., Büttner, G., & Klieme, E. (2017). The interplay between class heterogeneity and teaching quality in primary school. International Journal of Educational Research, 86, 109-121.
Fritsche, M. (2021). Homogeneous and heterogeneous ability grouping in the EFL classroom: A study of teachers' experience and views regarding homogeneous and heterogeneous ability groups.
Pozas, M., & Schneider, C. (2019). Shedding light on the convoluted terrain of differentiated instruction (DI): Proposal of a DI taxonomy for the heterogeneous classroom. Open Education Studies, 1(1), 73-90.
van Dijk, A. M., Eysink, T. H., & de Jong, T. (2020). Supporting cooperative dialogue in heterogeneous groups in elementary education. Small group research, 51(4), 464-491.
Ysenbaert, J., Van Houtte, M., & Van Avermaet, P. (2020). Assessment policies and practices in contexts of diversity: unravelling the tensions. Educational Assessment, Evaluation and Accountability, 32(2), 107-126.
Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162-180.
Grading Scheme :
Essay / Project / Final Assignment / Referat 60 %
Active Participation / Team Assignment 10 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 30 %
Additional information:
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