{"id":344,"date":"2012-01-15T10:09:09","date_gmt":"2012-01-15T10:09:09","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=344"},"modified":"2012-01-15T10:09:09","modified_gmt":"2012-01-15T10:09:09","slug":"individualizarea-si-diferentierea-modalitati-de-eficientizare-a-instruirii","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/individualizarea-si-diferentierea-modalitati-de-eficientizare-a-instruirii","title":{"rendered":"Individualizarea \u015fi diferen\u0163ierea, modalit\u0103\u0163i de eficientizare a instruirii"},"content":{"rendered":"<p>\u00cen urm\u0103 cu cinci decenii, a determina eficacitatea general\u0103 a instruirii sau a determina reu\u015fita la \u00eenv\u0103\u0163\u0103tur\u0103 a tuturor elevilor din clasele \u015fcolilor noastre erau simple himere. Ast\u0103zi toate acestea sunt pe deplin realizabile, din punct de vedere \u015ftiin\u0163ific, dac\u0103 asigur\u0103m anumite condi\u0163ii. Pentru a determina eficacitatea instruirii \u015fi reu\u015fita tuturor elevilor la \u00eenv\u0103\u0163\u0103tur\u0103 (<em>mastery learning<\/em>) \u00een condi\u0163iile actuale ale \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc, solu\u0163ia este individualizarea, diferen\u0163ierea \u015fi motivarea \u00eenv\u0103\u0163\u0103rii \u00een condi\u0163iile instruirii dirijate diferen\u0163iate \u00een clas\u0103 \u015fi \u00een cadrul unor programe compensatorii.<br \/>\n<!--more--><\/p>\n<p>Pare \u00eens\u0103 imposibil de realizat \u00een \u015fcolile de azi cu clase \u00eenc\u0103 aglomerate, cu elevi care trebuie s\u0103 continue studiul acas\u0103 pentru c\u0103 timpul de \u00eenv\u0103\u0163are \u00een \u015fcoal\u0103 este prea scurt, iar tratamentul se restr\u00e2nge la plicticoase \u015fi obositoare &#8222;lec\u0163ii frontale\u201d care se sf\u00e2r\u015fesc obsedant cu cerin\u0163e imperioase precum &#8222;Ave\u0163i ca teme pentru acas\u0103 x probleme\u201d sau\u00a0 &#8222;\u00cenv\u0103\u0163a\u0163i pe de rost x strofe din Luceaf\u0103rul\u201d.<\/p>\n<p>Din punct de vedere \u015ftiin\u0163ific se pot dep\u0103\u015fi aceste practici bizare, rezolvarea fiind instruirea diferen\u0163iat\u0103 \u00een clasa de elevi. Ea \u00ee\u015fi valorific\u0103 virtu\u0163ile \u00een modul cel mai eficient cu putin\u0163\u0103 \u00een condi\u0163iile respect\u0103rii exigen\u0163elor de tehnologie educa\u0163ional\u0103 (Gagne) \u015fi ale paradigmei <em>mastery learning<\/em>.<\/p>\n<p>Experien\u0163a \u201ela catedr\u0103\u201d, st\u0103p\u00e2nirea domeniului de specialitate, priceperea de a \u201elucra cu copiii\u201d \u015f.a. sunt atribu\u0163ii pe care, de cele mai multe ori, orice educator consider\u0103 c\u0103 le posed\u0103. Exist\u0103 chiar un foarte mare num\u0103r de profesori care nutresc convingerea c\u0103 \u00een munca lor dau dovad\u0103 de \u201em\u0103iestrie pedagogic\u0103\u201d.<\/p>\n<p>Convingerea de a fi posesorii \u201em\u0103iestriei pedagogice\u201d ni se \u00eent\u0103re\u015fte ori de c\u00e2te ori unii dintre care \u00eei instruim ob\u0163in performan\u0163e deosebite sau excep\u0163ionale; dar ni se \u201esl\u0103be\u015fte\u201d sau se \u201espulber\u0103\u201d c\u00e2nd al\u0163ii dintre elevii no\u015ftri cad victim\u0103 insuccesului la \u00eenv\u0103\u0163\u0103tur\u0103. E\u015fecurile lor ne apar ca rezultate fie ale incompeten\u0163ei lor, fie a \u201elipsei de con\u015ftiinciozitate\u201d sau a \u201einsuficientei str\u0103duin\u0163e\u201d. Aceast\u0103 abordare se dovede\u015fte a fi fals\u0103 dac\u0103 se iau \u00een considerare dou\u0103 lucruri eviden\u0163iate de pedagogia modern\u0103:\u00a0 cei mai mul\u0163i elevi (aprox. 95-98%) din popula\u0163ii \u015fcolare neselec\u0163ionate sunt capabili cel pu\u0163in de performan\u0163e instruc\u0163ionale acceptabile \u00een raport cu cerin\u0163ele programelor de \u00eenv\u0103\u0163\u0103m\u00e2nt obi\u015fnuite; aptitudinile pedagogice excep\u0163ionale care intr\u0103 \u00een componen\u0163a \u201dm\u0103iestriei pedagogice\u201d (sau \u201dharului didactic\u201d) sunt extrem de rare (apar aproximativ o dat\u0103 la un milion de educatori).<\/p>\n<p>Iat\u0103 cel pu\u0163in c\u00e2teva dintre cele formulate adesea ca \u201eaforisme\u201d, \u201dproverbe\u201d \u015fi \u201dzic\u0103tori\u201d ce alc\u0103tuiesc un etos pedagogic devenit anacronic \u00een raport cu rezultatele cercet\u0103rii \u015ftiin\u0163ifice din ultimele decenii \u015fi realit\u0103\u0163ile \u015fcolii rom\u00e2ne\u015fti de ast\u0103zi:<\/p>\n<ul>\n<li>\u201dNu toate mu\u015ftele fac miere\u201d, \u201dO treime sunt slabi, jum\u0103tate sunt mediocri \u015fi numai restul sunt buni sau foarte buni\u201d; \u201d\u015ecoala nu este pentru to\u0163i\u201d; \u201dLa elevi egali-tratament pedagogic egal\u201d; \u201dElevii trebuie lua\u0163i, de la \u00eenceput, c\u00e2t mai tare\u201d.<\/li>\n<li>\u201dEu predau-ei trebuie s\u0103 \u00eenve\u0163e\u201d. \u201dNu dasc\u0103lul trebuie s\u0103 se preg\u0103teasc\u0103 pentru lec\u0163ie, ci elevul trebuie s\u0103 se preg\u0103teasc\u0103 dup\u0103 lec\u0163ie!\u201d. \u201dA preda bine \u00eenseamn\u0103 a st\u0103p\u00e2ni bine disciplina pe care o predai\u201d. \u201dCel care este foarte bun specialist n-are nevoie de nici o metod\u0103\u201d. \u201dMetoda vine de la sine\u201d. \u201dFiecare cu metoda \u015fi cu modul s\u0103u didactic!\u201d. \u201dLucrul cel mai important \u00eentr-o lec\u0163ie bun\u0103 este inspira\u0163ia de moment a dasc\u0103lului\u201d<\/li>\n<li>\u201dNuiaua \u015fi certarea dau \u00een\u0163elepciunea\u201d. \u201dA educa \u00eenseamn\u0103 a pedepsi elevul-de at\u00e2tea ori de c\u00e2te ori \u00eel prinzi nepreg\u0103tit\u201d. \u201dDatoria educatorului este s\u0103 aleag\u0103 gr\u00e2ul pentru hambar \u015fi s\u0103 azv\u00e2rle neghina la gunoi\u201d. \u201dElevul nu \u00eenva\u0163\u0103 dec\u00e2t de fric\u0103\u201d. \u201dMi-a tras o palm\u0103 (dasc\u0103lul), dar m-a f\u0103cut om\u201d. \u201dB\u0103taia e rupt\u0103 din rai\u201d.<\/li>\n<li>\u201dElevul nu trebuie s\u0103 \u015ftie ce urm\u0103resc cu prioritate pentru simplu motiv c\u0103 el trebuie s\u0103 \u00eenve\u0163e tot\u201d. \u201dNota maxim\u0103 nu o merit\u0103, cu adev\u0103rat, dec\u00e2t cel de la catedr\u0103\u201d.\u201d Nu \u015ftiu al\u0163ii cum noteaz\u0103, dar eu nu gre\u015fesc niciodat\u0103 c\u00e2nd apreciez un elev\u201d. \u201dDasc\u0103lul este singurul st\u0103p\u00e2n pe nota dat\u0103 elevului\u201d. \u201dA comunica elevului nota nu \u00eenseamn\u0103 dec\u00e2t a-l \u00eempinge spre dasc\u0103l!\u201d<\/li>\n<li>\u201dLa \u015fcoal\u0103 elevul ascult\u0103 \u015fi este ascultat; acas\u0103 trebuie s\u0103 \u00eenve\u0163e ceea ce a ascultat\u201d. \u201dCei mai mul\u0163i fie c\u0103 nu \u015ftiu, fie c\u0103 nu vor s\u0103 \u00eenve\u0163e acas\u0103\u201d. \u201dRezultatele slabe ale multor elevi se datoreaz\u0103 faptului c\u0103 p\u0103rin\u0163ii nu-i ajut\u0103 s\u0103-\u015fi fac\u0103 temele\u201d. \u201dCei care nu \u015ftiu s\u0103 \u00eenve\u0163e sunt de fapt cei care nu pot s\u0103 \u00eenve\u0163e\u201d<\/li>\n<li>\u201dNu exist\u0103 nici o &lt;&lt;\u015ftiin\u0163\u0103 a \u00eenv\u0103\u0163\u0103rii&gt;&gt;, s\u00e2rguin\u0163a este totul!\u201d. \u201dOric\u00e2t i-a\u015f\u00a0 cere unui elev s\u0103 \u00eenve\u0163e cum s\u0103 \u00eenve\u0163e, dac\u0103 el nu vrea s\u0103 \u00eenve\u0163e, nu va \u00eenv\u0103\u0163a nici s\u0103 \u00eenve\u0163e\u201d. \u201dPl\u0103cerea de a \u00eenv\u0103\u0163a nu vine\u201d pe parcurs\u201d, precum alte soiuri de pl\u0103ceri. Pl\u0103cerea e s\u0103dit\u0103 de la \u00eenceput \u00een unii \u015fi lipse\u015fte la al\u0163ii cu des\u0103v\u00e2r\u015fire\u201d etc. etc.<\/li>\n<\/ul>\n<p>\u00cen toate cele \u015fase categorii de ,,aforisme\u201d, elevul apare ca un \u201dpersonaj negativ\u201d al activit\u0103\u0163ii didactice. Etosul pedagogic pe care toate\u00a0 prejudec\u0103\u0163ile \u00eel eviden\u0163iaz\u0103 nu se circumscrie mult teoretizatului\u201d optimism pedagogic\u201d dimpotriv\u0103 el este marcat de un profund scepticism pedagogic, generat de \u00eendoiala c\u0103 to\u0163i sunt capabili s\u0103 \u00eenve\u0163e. Or, \u00een lumina rezultatelor cercet\u0103rilor \u015ftiin\u0163ifice, aceast\u0103 \u00eendoial\u0103 apare ca profund nefondat\u0103. \u00cen realitate, avem de-a face cu un \u00eentreg e\u015fafodaj de erori privind instruirea eficient\u0103. Ele pot fi \u00eens\u0103 cu u\u015furin\u0163\u0103 dep\u0103\u015fite dac\u0103 sunt con\u015ftientizate ca atare. \u00centruc\u00e2t, cu siguran\u0163\u0103, orice educator con\u015ftient de rolul lor \u015fi de importan\u0163a misiunii sale dore\u015fte s\u0103 realizeze o instruire eficient\u0103\u00a0 Aceasta nu se realizeaz\u0103 \u00eens\u0103 cu metodica precar\u0103 sugerat\u0103 de prejudec\u0103\u0163ile de mai sus, ci valorific\u00e2nd c\u00e2t mai mult rezultatele cercet\u0103rii psihopedagogice intr-o manier\u0103 coerent\u0103, bine g\u00e2ndit\u0103 \u015fi corect realizat\u0103.\u00a0 Desigur, expresiile \u201dbine g\u00e2ndit\u201d \u015fi \u201ecorect realizat\u201d sunt generice \u015fi neclare dac\u0103 le privim din unghiul practicii \u015fi dac\u0103 avem \u00een vedere complexitatea \u015fi vastitatea cercet\u0103rilor psihopedagogice din ultimele decenii.<\/p>\n<p>Pentru a determina eficacitatea instruirii, reu\u015fita tuturor elevilor la \u00eenv\u0103\u0163\u0103tur\u0103 (mastery)\u00a0 \u00een condi\u0163iile actuale ale \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc, solu\u0163ia este individualizarea, diferen\u0163ierea \u015fi motivarea \u00eenv\u0103\u0163\u0103rii \u00een condi\u0163iile instruirii dirijate diferen\u0163iate \u00een clas\u0103 \u015fi \u00een cadrul unor programe compensatorii.<\/p>\n<p>Aceast\u0103 abordare este perfect motivat\u0103 de faptul c\u0103 noi, oamenii, venim pe lume cu un genofond unic care ne diferen\u0163iaz\u0103 net de alte specii.Totu\u015fi nu suntem egali,\u00a0 niciun individ uman nu este identic cu altul, nu au existat niciodat\u0103 pa Terra doi indivizi umani identici. A\u015fadar, trebuie s\u0103 lu\u0103m \u00een considera\u0163ie aceast\u0103 variabilitate \u015fi \u00een planul educa\u0163iei. To\u0163i elevii care s-au n\u0103scut normal dispun de toate capacit\u0103\u0163ile psihice necesare \u00eenv\u0103\u0163\u0103rii \u015fi\u00a0 supravie\u0163uirii: ele fac parte din genofond. Dar \u00een genotipul individual ele variaz\u0103 considerabil: nu to\u0163i elevii \u00ee\u015fi folosesc aceste capacit\u0103\u0163i \u00eentr-un mod unic. De aceea instruirea \u015fi educarea trebuie s\u0103 se desf\u0103\u015foare cel pu\u0163in \u00een mod diferen\u0163iat.<\/p>\n<p>Desigur, cea mai bun\u0103 instruire este cea individualizat\u0103, realizat\u0103 cu preceptor unic \u015fi \u00een condi\u0163ii cu totul originale. Ea s-a practicat \u00een istoria educa\u0163iei europene deseori, cu rezultate cel mai adesea excep\u0163ionale; dar aceast\u0103 strategie optim\u0103 este costisitoare \u015fi greu de organizat \u00een condi\u0163iile \u00eenv\u0103\u0163\u0103m\u00e2ntului de mas\u0103 organizat pe clase \u015fi lec\u0163ii. Instruirea individualizat\u0103 nu este \u00eens\u0103 panaceu. Deseori instruirea difern\u0163iat\u0103 se dovede\u015fte mai avantajoas\u0103 dec\u00e2t cea strict individualizat\u0103 (de exemplu \u00een cazul \u00eenv\u0103\u0163\u0103rii limbilor str\u0103ine, \u00een care dialogul este esen\u0163ial). Dimpotriv\u0103, predarea diferen\u0163iat\u0103 comport\u0103 numeroase facilit\u0103\u0163i de organizare a strategiilor de \u00eenv\u0103\u0163are bazat\u0103 pe comunicare \u015fi inter-\u00eenv\u0103\u0163are.<\/p>\n<p>Proiectarea instruirii diferen\u0163iate implic\u0103 luarea \u00een considerare a unor variabile. Educatorul creativ \u015fi eficient care practic\u0103 instruirea diferen\u0163iat\u0103 raport\u00e2ndu-se strict la programa analitic\u0103 oficial\u0103,\u00a0 nu poate neglija \u00eentreb\u0103ri precum cele de mai jos \u015fi r\u0103spunsurile lor:<br \/>\n<em>-Ce\u00a0 vor\u00a0 \u00eenv\u0103\u0163a doar\u00a0 mai pu\u0163ini elevi?<\/em><br \/>\n<em> -Ce vor \u00eenv\u0103\u0163a c\u00e2\u0163iva elevi?<\/em><br \/>\n<em> -Ce vor \u00eenv\u0103\u0163a cei mai mul\u0163i elevi?<\/em><\/p>\n<p>Aceasta este modalitatea cea mai simpl\u0103 de a depista c\u0103 \u00een clasa de elevi exist cel pu\u0163in trei categorii de elevi:<br \/>\n-elevi cu ritm lent de \u00eenv\u0103\u0163are \u2013 aprox. 15%<br \/>\n-elevi cu ritm de \u00eenv\u0103\u0163are mediu \u2013 aprox. 70%<br \/>\n-elevi cu ritm de \u00eenv\u0103\u0163are rapid \u2013 aprox. 15%<\/p>\n<p>Prima tenta\u0163ie, cauzat\u0103 de tradi\u0163iile \u015fcolare \u015fi prejudec\u0103\u0163ile este aceea de a atribui aceste fenomene unor \u201ecauze naturale\u201d \u015fi unor \u201efactori endogeni\u201d precum vestitul \u201ecoeficient de inteligen\u0163\u0103\u201d. Este una dintre marile erori ale pedagogiei tradi\u0163ionale \u015fi ale practicilor instruc\u0163ionale cu r\u0103d\u0103cini \u00een Antichitatea elin\u0103 \u015fi mai ales \u00een \u015fcolile eclesiastice medievale. In realitate, except\u00e2nd copiii speciali, care s-au n\u0103scut cu unele deficien\u0163e psihice, to\u0163i copiii considera\u0163i \u201enormali\u201d dispun de toate capacit\u0103\u0163ile psihice implicate \u00een activitatea complex\u0103 pe care o numim \u201e\u00eenv\u0103\u0163are\u201d, sunt capabili s\u0103 \u00eenve\u0163e \u015fi s\u0103 ob\u0163in\u0103 performan\u0163e \u015fcolare cel pu\u0163in la nivelul unor standarde acceptabile (prestabilite sau nu prin curriculum \u015fi precizate \u00een programele analitice ale materiilor).<\/p>\n<p>De\u015fi dispun de toate capacit\u0103\u0163ile psihice implicate \u00een \u00eenv\u0103\u0163are copiii le folosesc foarte diferit. Ca observatori obiectivi sau ca educatori noi percepem aceast\u0103 realitate folosindu-ne de singura modalitate observa\u0163ional\u0103 de care dispunem: cea behaviorist-comportamentist\u0103. Ea ne determin\u0103 s\u0103 percepem \u00een orice clas\u0103 \u015fcolar\u0103 c\u0103 :<br \/>\n-Unii elevi \u00eenva\u0163\u0103 mai greu \u015fi pierd \u201eritmul instruirii\u201d impus de organizarea \u00eenv\u0103\u0163\u0103m\u00e2ntului, \u00een mod procustian, pe \u201eclase \u015fi lec\u0163ii\u201d; ace\u015fti elevi sunt boteza\u0163i \u015fi eticheta\u0163i \u00een fel \u015fi chip:\u201elene\u015fi\u201d, \u201eslabi\u201d, \u201emol\u00e2i\u201d. (Exemple ilustre: elevii Georg Wilhelm Hegel, Lucian Blaga, Charles Darwin).<br \/>\n-Mai mul\u0163i elevi pot fi eticheta\u0163i ca \u201emediocri\u201d (Exemple ilustre: Michel de Montaigne, Albert Einstein)<br \/>\n-Un num\u0103r restr\u00e2ns de elevi care \u00ee\u015fi folosesc foarte bine capacit\u0103\u0163ile psihice \u015fi deci \u00eenva\u0163\u0103 rapid, ei fiind considera\u0163i \u201einteligen\u0163i\u201d, \u201egeniali\u201d, \u201efoarte de\u015ftep\u0163i\u201d. (Exemple ilustre: Diogene din Sinope Cinicul, \u00eemp\u0103ratul Nero,\u00a0 Alexandru Macedon, Aristotel, Pico della Mirandola.)<\/p>\n<p>Ce concluzii se pot trage pentru planul instruirii dac\u0103 lu\u0103m \u00een serios exemplele date? Desigur, nu unele foarte favorabile pentru educatorii predispu\u015fi s\u0103 eticheteze \u00een grab\u0103. \u00cen realitate avem de a face cu celebra \u201ecurb\u0103 \u00een form\u0103 de clopot a lui Gauss\u201d, citit\u0103 repede \u015fi gre\u015fit,\u00a0 \u00een termenii unei \u201epsihologii\u201d arhaice,\u00a0 dep\u0103\u015fit\u0103 demult de cercet\u0103ri revelatoare, care au desfiin\u0163at \u201emitul inteligen\u0163ei generale\u201d \u015fi mitul \u201ecoeficientului de inteligen\u0163\u0103 unic\u201d. Curba lui Gauss exprim\u0103 grafic hazardul. Este totu\u015fi o lege a naturii. Este legea dup\u0103 care caracteristicile unei popula\u0163ii se repartizeaz\u0103 simetric \u00een jurul unei valori centrale de a\u015fa natur\u0103 \u00eenc\u0103t rezult\u0103 c\u0103 \u00een popula\u0163ie exist\u0103 70% \u201emembri mijlocii\u201d, 13% \u201emembri buni\u201d, 13% \u201emembi mediocri\u201d, 2% \u201emembri inferiori\u201d \u015fi 2% \u201emembri superiori\u201d.<\/p>\n<p>E u\u015for &#8211; dar profund gre\u015fit &#8211; s\u0103 \u201etraducem\u201d\u00a0 \u00eentr-un limbaj pseudo-psihologic\u00a0 termenul de \u201emediocru\u201d cu \u201eelev cu QI mediu\u201d sau termenul de \u201eelev foarte slab\u201d cu \u201eelev cu QI inferior\u201d! Dar cu riscuri enorme. S\u0103 ne imagin\u0103m\u00a0 c\u0103 \u00een clasa de elevi \u00eel \u00eent\u00e2lnim pe \u201emol\u00e2ul gimnazist Albert Einstein\u201d. Oare l-am eticheta ca av\u00e2nd \u201eQI inferior\u201d?\u00a0 \u00cen realitate, exist\u0103 \u201einteligen\u0163e multiple\u201d la mai to\u0163i oamenii iar to\u0163i copiii care s-au n\u0103scut normal sunt ap\u0163i s\u0103 \u00eenve\u0163e. Dar aceast\u0103 afirma\u0163ie poate r\u0103m\u00e2ne retoric\u0103, dac\u0103 nu se caut\u0103 solu\u0163ii pentru dep\u0103\u015firea numeroaselor dificult\u0103\u0163i pe care le ridic\u0103 diferen\u0163ele individuale din clasa de elevi.<\/p>\n<p>\u201eNu cunoa\u0219tem natura nici unui proces psihic. Nu cunoa\u0219tem nici \u00een ce const\u0103 natura inteligen\u021bei. Prin urmare nu se pune problema de a m\u0103sura obiectiv ceva a c\u0103rui natur\u0103 ne este necunoscut\u0103. Nu se pune deci problema m\u0103sur\u0103rii obiective a inteligen\u021bei umane \u201d (Jean Piaget, 1945).\u00a0 Constituie difere\u0163ele individuale o fatalitate \u015fcolar\u0103? Desigur, nu.\u00a0 Tradi\u0163ia european\u0103, care s-a impus \u015fi \u00een \u015fcoala rom\u00e2neasc\u0103 organizat\u0103 pe clase \u015fi lec\u0163ii a impus urm\u0103toarele \u201eremedii\u201d ale acestei presupuse \u201eboli\u201d: individualizarea \u015fi diferen\u0163ierea.<br \/>\nIndividualizarea \u00eenv\u0103\u0163\u0103rii se poate realiza prin: \u00eenv\u0103\u0163\u0103m\u00e2nt particular cu preceptor\u00a0 sau meditator individual, prin sisteme de \u00eenv\u0103\u0163\u0103m\u00e2nt individualizate complet (ambele imposibil de realizat \u00een sistemul de \u00eenv\u0103\u0163\u0103m\u00e2nt organizat pe clase), dar \u015fi prin:<br \/>\n-programe compensatorii (programe de recuperare\/\u00eembog\u0103\u0163ire);<br \/>\n-tratament pedagogic individual.<\/p>\n<p>Diferen\u0163ierea \u00eenv\u0103\u0163\u0103rii se poate realize prin:<br \/>\n-folosirea sarcinilor diferen\u0163iate \u00een micro-grupuri eterogene \u00een clasa de elevi;<br \/>\n-folosirea de sarcini diferen\u0163iate \u00een micro-grupuri omogene \u00een func\u0163ie de performan\u0163\u0103;<br \/>\n-inter\u00eenv\u0103\u0163area \u00een microgrupuri eterogene ;<br \/>\n-programe compensatorii de ratrapare \u015fi de \u00eembog\u0103\u0163ire:<br \/>\n-inter\u00eenv\u0103\u0163area \u00eem microgrupuri fals-eterogene<\/p>\n<p>Instruirea diferen\u0163iat\u0103 comport\u0103 modalit\u0103\u0163i \u015fi strategii cu fundamenare pedagogic\u0103 pe deplin justificate din punct de vedere \u015ftiin\u0163ific.<br \/>\nDesigur, nu trebuie confundat\u0103 diferen\u0163ierea instruirii cu discriminarea, aceasta din urm\u0103 presupun\u00e2nd:<br \/>\n-existen\u0163a unor grupuri omogene;<br \/>\n-sarcini diferite \u015fi obiective de nivel;<br \/>\n-\u015fcoli \u015fi clase de elit\u0103;<br \/>\n-discrimin\u0103ri pe baz\u0103 de sex, pe baz\u0103 de ras\u0103, pe baz\u0103 de avere etc.;<br \/>\n-comport\u0103 practici rasiste \u015fi\/sau discriminatorii care \u00eencalc\u0103 marile principii ale pedagogiei;<br \/>\n-presupun \u00eenc\u0103lc\u0103ri grave ale demnit\u0103\u0163ii umane;<br \/>\n-sunt contrare deontologiei profesiei de dasc\u0103l.<\/p>\n<p>\u00cen concluzie, prin instruirea individualizat\u0103 \u015fi diferen\u0163iat\u0103, profesorul \u00ee\u015fi poate atinge principalul scop al carierei: reu\u015fita la \u00eenv\u0103\u0163\u0103tur\u0103 a tuturor elevilor s\u0103i.<\/p>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\nAnderson, J. R. (2000). <em>Learning and memory: An integrated approach<\/em> (2nd ed.). New York: John Wiley and Sons, Inc.<br \/>\nBaum, W. M. (2005). <em>Understanding Behaviorism: Behavior, Culture and Evolution<\/em>. Malden, MA: Blackwell Publishing.<br \/>\nBlock, Schools, <em>Society and Mastery Learning<\/em>. ISBN 978-0030884078<br \/>\nKulik, C., Kulik, J., &amp; Bangert-Drowns, R. (1990). <em>Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research<\/em>, 60(2), 265-306.<br \/>\nGrittner, F. M. (1975). <em>Individualized instruction: An historical perspective.<\/em> The Modern Language Journal, 323 333.<br \/>\nGusky, T. R., &amp; Gates, S. (1986). <em>Synthesis of research on the effects of mastery learning in elementary and secondary classrooms<\/em>. Educational Leadership, 43, 73-80.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00cen urm\u0103 cu cinci decenii, a determina eficacitatea general\u0103 a instruirii sau a determina reu\u015fita la \u00eenv\u0103\u0163\u0103tur\u0103 a tuturor elevilor din clasele \u015fcolilor noastre erau simple himere. Ast\u0103zi toate acestea sunt pe deplin realizabile, din punct de vedere \u015ftiin\u0163ific, dac\u0103 &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/individualizarea-si-diferentierea-modalitati-de-eficientizare-a-instruirii\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[30],"class_list":["post-344","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-elisabeta-orza"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/344","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=344"}],"version-history":[{"count":7,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/344\/revisions"}],"predecessor-version":[{"id":351,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/344\/revisions\/351"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=344"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=344"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}