Differentiated instruction: Interactive methods with Mathematics and English language teaching methodology seminars. A comparative analysis

The aim of the present paper is to further research into the concept of differentiated teaching, an idea as old as effective teaching, and to indicate its utility within Mathematics and English Language Teaching Methodology seminars focusing, this time, on interactive methods. Being double motivated to experiment with this approach, as content teachers and methodologists at the same time, the authors considered their first-hand experience worth including in a paper and imparting it with peers, under the format of a comparative analysiss, after detailing on the resourceful strategies used and their outcomes, as well as after referring to updated specialised literature in the field

Differentiated instruction with Mathematics and English language teaching methodology seminars: Didactic game and individual work

The aim of the present paper is to exemplify, analyse and prove the utility of various strategies of differentiated instruction used within Mathematics and English Language Teaching Methodology seminars, as instruments in the teaching process of the two subjects. The focus of this research is on the didactic game, as an extremely resourceful means of successfully implementing differentiated instruction when preparing future teachers, thus helping them understand, by a double motivated approach, the usefulness of such a strategy in classroom teaching. The paper ends with the conclusions drawn from comparing the two practical first-hand seminar experiences of the authors, under the form of a comparative analysis