VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY GF POST-GRADUATE STUDIES LƯU THỊ MAI THANH DIFFERENTIATED INSTRUCTION FOR STUDENTS: OF DIFFERENT INTELLIGENCES— AN EXPERIMENTAL STUDY AT A PRIMARY SCHOOL IN HANOL (Phương pháp dạy học phân loại học sinh theo những kiểu trí thông mình khác nhau — một nghiền cửu thực nghiệm tại một trường tiểu học ở Hà Nội. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY GF POST-GRADUATE STUDIES LƯU THỊ MAI THANH DIFFERENTIATED INSTRUCTION FOR STUDENTS: OF DIFFERENT INTELLIGENCES— AN EXPERIMENTAL STUDY AT A PRIMARY SCHOOL IN HANOL (Phương pháp dạy học phân loại học sinh theo những kiểu trí thông mình khác nhau — một nghiền cửu thực nghiệm tại một trường tiểu học ở Hà Nội. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231. Nguyén Thi Ngoc Quynh, HANOI, 2018 TABLE OF CONTENTS DECLARATION.
ACKNOMWI ii AIRSTRAI it LIST OF ABBREVIATIONS Hit LIST OF TABLES AND FIGURES, iv PART 1: INTRODUCTION 1. wh 4, Research qUeStiONS scutes " 1". Organization of the thesis PART 2: DEVELOPMENT. CTIAPTER 1: LITERATURE REVIEW.
Intelligence 1 LLL Different views of intelligence 7 1. The theory of Multiple Intelligences $ 1.3 Critiqnes aƒ Malliple Inielligence Theary. co co auld 1.1, Mixed ability classrooms 1. Experimental research 1? CTIAPTER 2: RESFARCLI METIODOILQGY 19 2.
The setting of the study 19 2.4 description of the students and their learning progrant 19 PART 1: INTRODUCTION ‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study. Il also provides @ chapter by chapler overview of the thesis. Rationale Differentiation scems to have become a very familiar term that many leachers have ficard. However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest.
According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming”. In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes However, according to Stradling and Saunders (1993), differeutiation is a pedagogical, rather than an arganizational approach. Tifferentiation shapes an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products. This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a classroom (Beme, 1999: Tomtinson, 1999).
When teachers follow differentiated instruction, they become instructors. not speakers in the class. they give their students a higher chance of practicing and sharing their ideas in every lesson. Thus, LIST OF TABLES AND FIGURES Figure 1.
Multiple intelligence domains by McKenzie (2002, p. Rehability Statistics of Multiple Intelligence survey. Distributions of Multiple Intelligences Figure 3. Mean scores of MI preferences Figure 4.
Mean seares and Standard deviatinn of MI frequencics Figure 5: Paired samples statistics of Class 1 Figure 6. A score comparison between pre-test and post-test of Class 1 Figure 7. Paired samples statistics of Class 2 Figure 8, A score comparison between pre-test and post-test of Class 2. iv PART 1: INTRODUCTION ‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study.
Il also provides @ chapter by chapler overview of the thesis. Rationale Differentiation scems to have become a very familiar term that many leachers have ficard. However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest. According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming”.
In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes However, according to Stradling and Saunders (1993), differeutiation is a pedagogical, rather than an arganizational approach. Tifferentiation shapes an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products. This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a classroom (Beme, 1999: Tomtinson, 1999). When teachers follow differentiated instruction, they become instructors.
not speakers in the class. they give their students a higher chance of practicing and sharing their ideas in every lesson.2, A description of the leachers. Da Analysis 2 CHAPTER 3: FINDINGS AND DISCUSSION. Scores of multiple intelligence survey 28 3.
The results of pre-test and post test 30 3. The result 0f ÌNferVi€ĐS. PART HI: CONCLUSION. nen oie BE 1 Recapitulation 36 2.
Limitations of the study. Recommendation for further rescarch 38 REFERENCES. 40 APPENDIX I1 LIST OF ABBREVIATIONS Mi: Malliple intelligence(s} SPSS: Statistical Package for Social Science iti DECLARATION | Formatted: Header distance from edge ] Lass" I certify that the thesis is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other university or institution. Where other sources of information have been used, they have been indentified and acknowledged.
Hanoi, December 2018 (Femawsd:tngehunwdsuea ` Luu Thi Mai Thanh LIST OF ABBREVIATIONS Mi: Malliple intelligence(s} SPSS: Statistical Package for Social Science iti PART 1: INTRODUCTION ‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study. Il also provides @ chapter by chapler overview of the thesis. Rationale Differentiation scems to have become a very familiar term that many leachers have ficard. However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest.
According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming”. In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes However, according to Stradling and Saunders (1993), differeutiation is a pedagogical, rather than an arganizational approach. Tifferentiation shapes an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products. This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a classroom (Beme, 1999: Tomtinson, 1999).
When teachers follow differentiated instruction, they become instructors. not speakers in the class. they give their students a higher chance of practicing and sharing their ideas in every lesson. Thus, ACKNOWLEDGEMEXTS First and foremast, T would like to send my deepest gratitude to my supervisor, Dr.
Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study. T am also gratefial to her for reading my manuscript and helping me make necessary changes, I would also like to all of the members in Post-graduate Department of ‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program, Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my study time. Henwi, December 2018 Law Thi Mai Thanh ACKNOWLEDGEMEXTS First and foremast, T would like to send my deepest gratitude to my supervisor, Dr. Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study.
T am also gratefial to her for reading my manuscript and helping me make necessary changes, I would also like to all of the members in Post-graduate Department of ‘University of Languages and futernatioual Studies (Hanoi) for designing a very useful eyllabus of my Master program, Finally, L would ike lo express my gralilude wo my parents and my husband for (heir continuous support and encouragement throughout my study time. Henwi, December 2018 Law Thi Mai Thanh 2.2, A description of the leachers. Da Analysis 2 CHAPTER 3: FINDINGS AND DISCUSSION. Scores of multiple intelligence survey 28 3.
The results of pre-test and post test 30 3. The result 0f ÌNferVi€ĐS. PART HI: CONCLUSION. nen oie BE 1 Recapitulation 36 2.
Limitations of the study. Recommendation for further rescarch 38 REFERENCES. 40 APPENDIX I1 ABSTRACT According ta Rilis (1985) second language leamers are different in speed and results. So the purpose of this study was to find the best way for teachers to cater much better for every single student.
The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty cight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group. The instruments included mulhple inlelhgence survey Cor, typical activities for different muluple intelligence types, one pre-Lest and one post-test; interviews and observations. ‘the one experiment group design was used wilh subjecl. ‘Meamwhile, percentage and index were used to analyze the collected data.
There is a variery of leaming activities created to develop stucients in all aspects, Keyword: intelligence, multiple intelligences, differentiated instruction PART 1: INTRODUCTION ‘This chapter intracnces the ressarch area and outlines the background and rationale for the present study. Il also provides @ chapter by chapler overview of the thesis. Rationale Differentiation scems to have become a very familiar term that many leachers have ficard. However, il can be difficull (o define, The concept comes from the idea that thete are a large mumber of children with mixed abilities in classes, and those activities are needed to be varied based on student's levels af understanding, readiness to lear, leaming needs, or inlerest.
According to BBC active (2010}, differentiation is defined by the Training and Development Agency (TDA) for schools as “the process by which differences between leamers are accommodated so that all students in a group have the est possible chance of teaming”. In recent decades, it has been considered as a key skill for any teacher, especially those wilh mixed ability classes However, according to Stradling and Saunders (1993), differeutiation is a pedagogical, rather than an arganizational approach. Tifferentiation shapes an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, fearing activities, and student products. This is done to address the diverse needs of individual students and small gronps of students, and to maximize the learning opportunity for each student in a classroom (Beme, 1999: Tomtinson, 1999).
When teachers follow differentiated instruction, they become instructors. not speakers in the class. they give their students a higher chance of practicing and sharing their ideas in every lesson. Thus, DECLARATION | Formatted: Header distance from edge ] Lass" I certify that the thesis is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other university or institution.
Where other sources of information have been used, they have been indentified and acknowledged. Hanoi, December 2018 (Femawsd:tngehunwdsuea ` Luu Thi Mai Thanh ACKNOWLEDGEMEXTS First and foremast, T would like to send my deepest gratitude to my supervisor, Dr. Nenyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study.
