ERIC Number: EJ1303011
Record Type: Journal
Publication Date: 2021-Jun
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
Available Date: N/A
Ten Steps to 4C/ID: Training Differentiation Skills in a Professional Development Program for Teachers
Frerejean, Jimmy; van Geel, Marieke; Keuning, Trynke; Dolmans, Diana; van Merriƫnboer, Jeroen J. G.; Visscher, Adrie J.
Instructional Science: An International Journal of the Learning Sciences, v49 n3 p395-418 Jun 2021
This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional design principles to arrive at the training blueprint for workplace-based learning. It demonstrates the decision-making processes involved in the systematic design of each of the four components: learning tasks, supportive information, procedural information, and part-task practice. While the design process was time and resource-intensive, it resulted in a detailed blueprint of a five-month professional development program that strategically combines learning activities to stimulate learning processes that are essential for developing the complex skill "providing differentiated instruction in a mathematics lesson."
Descriptors: Instructional Design, Interdisciplinary Approach, Faculty Development, Elementary School Teachers, Decision Making, Individualized Instruction, Mathematics Instruction
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A