IMPLEMENTATION OF “ACTIVITY THEORY” IN THE FRAMEWORK OF DIFFERENTIATED TEACHING: A CASE STUDY

Abstract

In the present paper the exploitation of an alternative teaching capability, that of ?The activity theory? which can be implemented during differentiated teaching is examined. More specifically, differentiated teaching aims at students? activation, their substantial participation during teaching in order to better acquire knowledge. To this end, the experience of each student is considered significant thus each one of them approaches knowledge in different ways through cognitive knowledge and socio- emotional change. From this perspective, the aim of this paper is to present the effectiveness of practical implementation of ?Activity Theory? in the framework of Differentiated Teaching as a tool to change basic meanings of the learning environment. In order to investigate qualitatively the didactic implementation of ?Activity Theory? during differentiated instruction in the educational process, we present a case study in the sixth grade of a Greek elementary school. We used the experimental method of research and the research results emerged by a structured questionnaire for the cognitive level, the participation and cooperation demonstrated by the students during the instructional scenario. The results were compared with those emerged at the same class in a different object of teaching-learning in which the students had not received the implementation of ?Activity Theory? during differentiated instruction. The main conclusion showed that the practical implementation of ?Activity Theory? in the framework of Differentiated Teaching maximized the students? academic achievements and highlighted the potential of using the combination of alternative teaching methods as a mean for students? activation and substantial participation during teaching.