THE EFFECT OF LESSON STUDY ON THE EFFECTIVE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION: RESULTS OF RESEARCH ON SECONDARY SCHOOL STUDENTS IN GREECE

Eurydice-Maria Kanellopoulou, Maria Darra

Abstract


The main purpose of this paper is to present the results of the research, which aimed to investigate the effect of lesson study on the way teachers plan, implement, and understand differentiated instruction in the context of teaching the Modern Greek language course of 2nd class of the Lyceum. The research was qualitative and in the context of its implementation, grounded theory data collection and analysis techniques were used. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students in a lesson study cycle. Data were collected before, during and after the lesson study cycle and included classroom observations, interviews of participating teachers, protocols for planning, observing, revising and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The results of the research showed that lesson study helped teachers to develop flexibility in planning their teaching, encouraged them to implement new differentiation strategies and techniques, and pushed them to manage differentiation actively and successfully implement it, addressing the needs of students and the challenges of teaching, influencing their existing beliefs and practices. In addition, from the research, it emerged that the teachers' goals for the lesson study were realized, as well as the teachers planned the learning goals of the research lesson and created activities for formative assessment.

 

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lesson study, differentiated instruction, research lesson, secondary education

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DOI: http://dx.doi.org/10.46827/ejes.v11i9.5525

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