<abstract xmlns="http://www.w3.org/1999/xhtml"><p>An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.</p></abstract>

An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

“Nicolae Bălcescu” Land Forces Academy, Sibiu, Romania

International conference KNOWLEDGE-BASED ORGANIZATION

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -"}

An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress...

Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

Data publikacji: 27 lip 2016

Zakres stron: 407 - 412

DOI: https://doi.org/10.1515/kbo-2016-0070

Słowa kluczowe
differentiation, cooperative learning, team work, jigsaw strategy

© 2015 Simona Boştină-Bratu et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

Data publikacji: 27 lip 2016

Zakres stron: 407 - 412

DOI: https://doi.org/10.1515/kbo-2016-0070

Słowa kluczowedifferentiation, cooperative learning, team work, jigsaw strategy

© 2015 Simona Boştină-Bratu et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
differentiation, cooperative learning, team work, jigsaw strategy