Mācību ēdienkarte diferencētu angļu valodas stundu plānošanai 6. klasei
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Latvijas Universitāte
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lav
Abstract
Darba mērķis ir izpētīt, kā plānot diferencētas 6. klases angļu valodas stundas ar mācību ēdienkartē balstītiem uzdevumiem. Darbā izmantotas teorētiskās pētījuma metodes stundas struktūras un diferencēšanas būtības izpratnei, lai noteiktu gadījuma pētījuma klases vajadzības un analizētu izmantotos mācību materiālus. Datu vākšana pētījuma ietvaros notika, vadot ieplānotās mācību stundas un analizējot iesniegtos skolēnu darbus un mācību grāmatā ietverto pārbaudes darbu. Diplomdarba autore analizēja, kā mācīšanās ēdienkartes izmantošana noritēja pētāmās klases ietvaros un vai tika sasniegts uzstādītais mērķis. Secinājumi balstās konkrētās klases īpatnībās, iekļaujot klasvadības izaicinājumus. Autores izdarītie secinājumi liecina, ka mācību ēdienkarte ir noderīgs instruments diferenciācijas īstenošanai, pielietojams atkarībā no skolotāja uzstādītā sasniedzamā rezultāta.
The aim of the Paper is to explore the planning of differentiated lessons of the English language in Grade 6 by using tasks based on learning menus. Theoretical research methods were used to understand lesson structures and the essence of differentiation in order to understand the needs of the chosen research sample for the case study and analyze teaching materials used in English lessons. While teaching students during lessons, students’ completed written tasks and tests were collected as data collection methods. The learning outcomes were evaluated using the coursebook assessment tasks. The author’s of Diploma Paper conclusions show how successful was the use of learning menus within the case study and if the set aim of the Diploma Paper has been achieved. Conclusions are based on the peculiarities of the research sample, including teaching challenges. The author concluded that the learning menu is a useful tool for teachers to provide differentiation and it can be used depending on teachers' set learning objectives.
The aim of the Paper is to explore the planning of differentiated lessons of the English language in Grade 6 by using tasks based on learning menus. Theoretical research methods were used to understand lesson structures and the essence of differentiation in order to understand the needs of the chosen research sample for the case study and analyze teaching materials used in English lessons. While teaching students during lessons, students’ completed written tasks and tests were collected as data collection methods. The learning outcomes were evaluated using the coursebook assessment tasks. The author’s of Diploma Paper conclusions show how successful was the use of learning menus within the case study and if the set aim of the Diploma Paper has been achieved. Conclusions are based on the peculiarities of the research sample, including teaching challenges. The author concluded that the learning menu is a useful tool for teachers to provide differentiation and it can be used depending on teachers' set learning objectives.