TEACHING STRATEGIES SUGGESTED DURING THE DIFFERENTIATED INSTRUCTION PROGRAMS FOR DIFFERENT MOTOR DEFICIENCIES CATEGORIES AT PRESCHOOL CHILDREN
Journal Title: CITIUS ALTIUS FORTIUS - JOURNAL OF PHYSICAL EDUCATION AND SPORT - Year 2009, Vol 9, Issue 1
Abstract
For a better understanding of the keywords suggested right from the title, we have to make a few conceptual delimitations of the domain, like: teaching strategy, instruction differentiation, designing the differentiated instruction. Teaching strategy • „by teaching strategy we understand a coherent system of methods, teaching materials, means, consolidated by a sum of principles, rules, teaching/learning styles and forms de organizing the activity successfully combined in order to achieve well structured operational objectives”, according to Colibaba EvuleŃ D.2, 2007, p. 137; • „a way of combining the teaching methodology and the teaching ways through which is assured the selection, organization and development of an instruction sequence”, according to Cerghit, I., 1997, quoted by Sacară, L., Dămian, I., Macarie, G.F., Tebeanu, A.V.4, 2006, p. 85. Instruction differentiation • „represents a strategy of organizing the teacher – student correlation, that follows the complete individualization of the teaching activity (didactic or educational). It regards the adaptation of the instructive – educational action to the psychological – physical particularities of each individual student, in order to assure a full optimal development and an efficient orientation of their own skills, with the purpose of a creative integration in the social activity”, according to Cristea, S. 1, 2002, p.99. Designing the differentiated instruction • presupposes „combining the frontal labor with the group and individual labor, that increases the efficiency of the teaching process in general, and of the didactic activity in particular” according to Cristea, S.1, 2002, p.102 • Designing an efficient operational teaching strategy represents a rational process which forces the next operations categories, according to Colibaba EvuleŃ D. 2., 2007, p. 138: • Choosing the right methods, materials and means; • The successful combination of the 3M; • Choosing and respecting the principles, rules, organization forms and instruction didactic styles; • Establishing effort norms and instruction operational structures; • Creating task accomplishment situations.
Authors and Affiliations
Nela Tatiana BALINT, Gheorghe BALINT
Keywords
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