Estratégias eficazes para ensinar alunos com habilidades diversificadas por meio da instrução diferenciada

Autores

DOI:

https://doi.org/10.51359/2448-0215.2025.265803

Palavras-chave:

instruções diferenciadas, habilidades mistas, inteligências múltiplas, diferenças individuais, salas de aula invertidas

Resumo

Os professores enfrentam dificuldades ao ensinar turmas com níveis de habilidade variados, pois os alunos diferem muito em seus estilos de aprendizagem, ritmos de aquisição, conhecimentos prévios e capacidade de avaliar e construir novos conhecimentos. Alunos com dificuldades de aprendizagem podem se sentir ignorados e perder o entusiasmo se o professor concentrar sua atenção nos alunos mais avançados. Por outro lado, os alunos avançados podem ficar desinteressados e começar a fazer barulho na sala de aula se o foco estiver nos alunos com dificuldades. Portanto, os educadores devem adaptar seus métodos de ensino para atender às diferentes necessidades dos alunos. No entanto, preparar um plano de aula que atenda ao nível de cada aluno, cumpra os padrões e tente lidar com o barulho previsto exige muito tempo e esforço dos professores. Alinhado a várias teorias educacionais, este estudo recomenda a utilização do modelo de sala de aula invertida com integração de tecnologia para atender às diferentes necessidades dos alunos e permitir que eles alcancem os objetivos da aula no seu próprio ritmo. O estudo sugeriu estratégias úteis para a criação de trabalhos em grupo. Os alunos revisam o novo conteúdo antes da aula no seu próprio ritmo e depois realizam determinadas atividades em sala de aula, seguindo as instruções do professor. Ao cumprir essas atividades, os alunos demonstram sua compreensão prática dos objetivos enquanto trabalham em grupos com colegas de diferentes níveis de habilidade na sala de aula.

Biografia do Autor

Samir Sefain, Liberty University, School of Education

I hold a Ph.D. in Curriculum and Instruction from Liberty University, USA, and a M.Ed. In the Art of Teaching and Learning from the university of Roehampton, London, UK. I taught ESL for over two decades in Canada and overseas. My scholarly contributions include multiple publications in the field  with emphasis on technology-integrated pedagogy. Additionally, I have mentored many student-teachers from various Canadian colleges.

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Publicado

04-07-2025

Edição

v. 31 n. 1 (2025)

Seção

Artigos: demanda contínua

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Copyright (c) 2025 Samir Sefain

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