Learning Gaps Research Articles

DEALING WITH THE LEARNING GAPS DURING THE IN-PERSON CLASSES: PERSPECTIVES OF PUBLIC ELEMENTARY SCHOOL HEADS

This phenomenological study aims to delve into the experiences, opinions, and perspectives of the school heads in the Banaybanay district of the Department of Education, Division of Davao Oriental. In addressing the learning gaps during in-person classes, this qualitative study used a phenomenological approach to collect and analyze data. In order to close learning gaps, particularly after two years of distance learning, school heads experiences and perspectives on the gaps in learning during in-person sessions are crucial. These viewpoints focused on closing the gaps, especially in reading and numeracy abilities. A sample of fourteen (14) participants was selected using a purposive sampling technique. Seven participants underwent focus group discussions, and the other seven underwent in-depth interviews, highlighting the experiences, coping mechanisms, and insights of the school heads in the research locale. As to the participants experiences, two major themes emerged: encountered problems with unpreparedness for the in-person classes; and b) observed students with reading difficulties. With regard to their responses to coping mechanisms, six major themes emerged: implemented reading intervention activities, established open communication, extended technical assistance to teachers, collaboration with stakeholders, provided additional learning and reading materials, and implemented a literacy and numeracy program. Lastly, their insights revealed five major themes: reduction of teacher workloads, provision of learning materials, strengthened programs in teaching fundamental skills, intensification of feedback mechanisms, and assignment of remediation teachers. The study revealed that the school heads in Banaybanay district collaborated with stakeholders, including teachers and parents to solve difficulties and prepare students for academic success during in-person classes. It emphasizes open communication, providing reading materials, technical assistance, and implementing numeracy and literacy programs, which were very significant to the participants. Public elementary school heads as well as the Department of Education implementers need to intensify feedbacking to assess the real situation of students in the field so that they can perform their duty as leaders in addressing gaps based on the situation in the field. KEYWORDS: education, school heads, learning gaps, in-person classes, and coping mechanisms and strategies, phenomenological research, thematic analysis, Division of Davao Oriental

Uncovering the Common Linguistic Errors in Student Journalists’ Unedited News Articles: A Comprehensive Analysis

English language learners encounter difficulties in mastering grammar and vocabulary, which can significantly influence their writing skills. This study analyzes the most common writing errors and their linguistic classification in student journalists’ unedited articles; it also utilizes a qualitative-descriptive design and Corder’s Error Analysis Model for data analysis. Ten selected unedited news articles written by student journalists were examined. Findings revealed that the student writers have common linguistic errors: mechanical, morpho-syntactic, and lexico-semantic. The findings imply that student journalists are not exempted from committing linguistic errors that may affect information decoding despite being trained and exposed to writing activities. The findings have broader implications as student journalists may serve as representatives of English language learners in their institution or community. Schools may develop remedial programs to provide ample practice opportunities using interactive, technology-based tools for grammar and vocabulary. English teachers may create instructional materials and develop community extension and outreach programs to address grammatical learning gaps.

Defining orthodontic learning outcomes for general dentists: A modified Delphi process-based curricular modification

BackgroundThe quest to define orthodontic competencies for general dentists has been ongoing. The translation of these competencies into explicit learning outcomes and their integration into curriculum through instructional strategies and assessment tools has not been thoroughly documented in orthodontic literature. This study presents a methodical approach undertaken by a dental school to establish core orthodontic learning outcomes for newly graduated general dentists. ObjectivesWe aim to detail the consensus-building process for establishing fundamental orthodontic learning outcomes. MethodsEmploying a modified Delphi method, this study sought to construct a consensus on orthodontic learning outcomes over three stages. Reviewing existing literature, we identified primary competency domains and formulated a preliminary set of outcomes. An expert panel was then convened, to critique and refine these outcomes. Miller's pyramid of clinical competence provided a framework for categorization. Disagreements on critical outcomes were addressed in the final stage, ensuring alignment with teaching and assessment methods. ResultsA diverse panel of orthodontists participated in successive Delphi stages. We derived 93 learning outcomes across seven domains of practice, critical for new dental graduates. The outcomes were stratified into categories corresponding to Miller's pyramid. These categorizations informed the enhancement of assessment techniques and instructional strategies, culminating in the creation of a self-assessment tool. ConclusionsThe learning outcomes developed offer a strategic guide for evolving the undergraduate orthodontic curriculum. Such a structured set of outcomes can aid in the identification of learning gaps and foster a deeper understanding of educational needs.

인공지능 기반 맞춤형 학습이 농촌지역 학생들의 수학학습에 미치는 효과

This study was conducted to propose customized learning methods based on artificial intelligence as an option to bridge the learning gap caused by COVID-19 and strengthen the learners' self-learning methods, as well as verify their effectiveness. In particular, the study was conducted with the aim of ensuring high-quality public education with AI technology in rural areas, where educational infrastructure is insufficient. The AI-based customized learning assistance consisted of an AI diagnostic assessment to examine the level of understanding of the prerequisite concepts before starting a study unit, AI-based problem recommendations on learning by the level, and AI assessment and supplementary learning aid at the end of the unit. Before and after conducting of the study, the math academic achievement, math learning attitude, and math self-directed learning ability were tested to examine the effectiveness of the program.The results of the data analysis showed that AI-customized math learning had a positive effect on improving the math academic achievement, learning attitude, and self-directed learning ability. However, it is still limited as to fragmented learning based on problem solving, and it is necessary to explore the AI education practices which would support continuous and integrated growth of math learners.

Innovative teaching methodologies in the era of artificial intelligence: A review of inclusive educational practices

Artificial intelligence (AI) is revolutionizing the field of education, offering new opportunities to enhance learning experiences and promote inclusive educational practices. This review explores the impact of AI on teaching methodologies and its role in creating inclusive learning environments. By examining current research and practices, this review highlights the potential of AI to address diverse learning needs and promote equity in education.The review begins by discussing the role of AI in personalized learning, where AI algorithms analyze student data to provide tailored instruction and feedback. This approach allows educators to cater to individual learning styles and preferences, ensuring that all students have access to high-quality education. Additionally, AI-driven adaptive learning systems can identify and address learning gaps, providing targeted interventions to support students who may be struggling. Furthermore, the review explores the use of AI in facilitating collaborative learning environments, where students work together on projects and tasks. AI technologies can enhance collaboration by providing tools for communication, coordination, and knowledge sharing. This approach promotes inclusivity by allowing students to contribute their unique perspectives and skills to group projects. The review also discusses the potential of AI in promoting accessibility and inclusivity for students with disabilities. AI-powered assistive technologies can provide additional support and accommodations, allowing students with disabilities to fully participate in educational activities. Additionally, AI-driven captioning and translation tools can improve accessibility for students who are deaf or hard of hearing, as well as those who speak languages other than the primary language of instruction. Overall, this review highlights the transformative potential of AI in education and its ability to promote inclusive educational practices. By leveraging AI technologies, educators can create more personalized, collaborative, and accessible learning environments, ensuring that all students have the opportunity to succeed.

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

Learning to Rank in Generative Retrieval

Generative retrieval stands out as a promising new paradigm in text retrieval that aims to generate identifier strings of relevant passages as the retrieval target. This generative paradigm taps into powerful generative language models, distinct from traditional sparse or dense retrieval methods. However, only learning to generate is insufficient for generative retrieval. Generative retrieval learns to generate identifiers of relevant passages as an intermediate goal and then converts predicted identifiers into the final passage rank list. The disconnect between the learning objective of autoregressive models and the desired passage ranking target leads to a learning gap. To bridge this gap, we propose a learning-to-rank framework for generative retrieval, dubbed LTRGR. LTRGR enables generative retrieval to learn to rank passages directly, optimizing the autoregressive model toward the final passage ranking target via a rank loss. This framework only requires an additional learning-to-rank training phase to enhance current generative retrieval systems and does not add any burden to the inference stage. We conducted experiments on three public benchmarks, and the results demonstrate that LTRGR achieves state-of-the-art performance among generative retrieval methods. The code and checkpoints are released at https://github.com/liyongqi67/LTRGR.

Pedagogical approach of grade 7 teachers in teaching the learning competency of integers

This research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level.

Key elements, processes and research gaps in city learning as an innovation ecosystem: A scoping review.

Learning in cities with the support of Information and Communication Technologies has been a point of interest for researchers. The main objective of this study is to understand city learning, or learning in cities, where cities are considered learning and innovation ecosystems. This study explores how learning in cities is supported by existing frameworks for city transformations and identifies the key elements and processes for city learning as an innovation ecosystem. The study defines city learning as a process involving citizens, institutions, and communities and considers the city to be a system that can learn and innovate. The study conducts a scoping review of relevant literature and a qualitative analysis of the key characteristics of the frameworks, such as how they view the city, how they address learning, what interactions they focus on, and how they use Information and Communication Technology. The study identifies the main concepts, the key elements and processes in city learning and the current research gaps. The key elements and interactions are then described with reference to a conceptual model of the city ecosystem, and the elements are mapped with required processes to drive city learning. The findings from this study can help ascertain how a city can learn as an innovation ecosystem and can be beneficial for achieving twin transitions of the city and lifelong learning

Challenges Faced by the Grade VI Students during the Implementation of the New Curriculum Framework: A Case Study on Khulna University School

This qualitative study has attempted to explore the challenges encountered by the grade VI students during the implementation of the New Curriculum Framework-2021. This competency-based new curriculum which emphasizes on innovative pedagogical approaches has been in implementation for grade VI and VII throughout Bangladesh since January 2023. A case study on Khulna University School has been carried out to conduct this study. The research questions of this study focus on the challenges relevant to teaching-learning and assessment and how those are affecting students’ learning. To answer the questions classroom observations and semi-structured interviews of the students as well as the teachers were done. Then obtained data were analyzed by using thematic analysis technique from which major themes emerged. This Study finds that the students are facing a number of challenges including difficulties in understanding instruction and assessment criteria, lack of active participation, insufficient class duration and physical facility, irregular feedback etc. This study also finds that both the students and teachers have claimed that as they were not adequately prepared for a full scale implementation, the mentioned challenges are hampering learning by creating learning gaps and widening parental concerns along with financial issues. The findings have implications for the government, policymakers, curriculum developers, school authority, teachers and other stakeholders so that they can minimize the challenges that the students are facing. This study recommends that bottom-up approach, adequate preparatory time, effective curriculum dissemination, teacher training programs, improved learning environment are required for successful implementation of the new curriculum.

Challenges to Digital Education During Covid-19: Insights from Uttar Pradesh

If anything, covid-19 stretched the pre-existent inequalities in education system in India. If prompt corrective action is not taken, the number of girls dropping out of schools will continue to climb, opening the door for early marriages, sexual exploitation, and domestic abuse. In order to answer the following questions, we will examine access and challenges to education during covid-19 in Uttar Pradesh in this article- How does education during a pandemic impact children's learning and continuity in education? Focus groups were held in both rural and urban areas of Uttar Pradesh with head teachers, schoolteachers and students (mostly girls) from higher secondary sections of schools to propose possible corrective measures to increase access to education and to raise awareness of potential issues that teachers and students may encounter. Our findings recommend that digital education needs a new outlook towards the core syllabus as well, which should be flexible to adapt to new methods of teaching-learning process. The study also proposes introduction of bridge courses to fill up the learning gap caused during the lockdown.

Intelligent approaches for early prediction of learning disabilities in children using learning patterns: A survey and discussion

<p>Learning disabilities in children occur in early childhood age. These disabilities include dyslexia, dysgraphia, dyscalculia, ADHD, etc. These children face difficulty in academic progress in life. Difficulties include reading, writing, and spelling words, despite these students possessing normal or above-average intelligence. The learning gap between these students and others increases with time. As a result, these students become less motivated, find it difficult to progress in life, and struggle with employment opportunities. Children with these symptoms often have emotional consequences, including frustration and low self-esteem. These disabilities range around 10 to 15% of the total population, which is considerably high. There is an immense need for early diagnosis to provide them with remedial education and special care. Researchers have proposed a diverse range of approaches to detect learning disorders like dyslexia, one of the most common learning disorders. These approaches include the detection of LD using eye tracking, electroencephalography (EEG) scan, detection using handwritten text, the use of a gaming approach, audiovisual approaches, etc. This paper critically analyses recent contributions of intelligent technique-based dyslexia prediction and provides a comparison. Among the mentioned techniques, it is found that detection using eye tracking, EEG, and MRI are costly, complex, and non-scalable. In contrast, detection using handwritten text and a gaming approach is scalable and cost-effective. A character-based approach is presented as word formation is difficult for children for whom English is a second language. Also, in early childhood, children make fewer mistakes in character writing. An experimental setup for handwritten text-based detection is done using the CNN model, and future opportunities for learning disabilities detection are discussed in this paper.</p>

Perceived and actual value of Student-led Objective Structured Clinical Examinations.

Student-led Objective Structured Clinical Examinations (OSCEs) provide formative learning opportunities prior to Faculty-led OSCEs. It is important to undertake quality assurance measurements of peer-led assessments because, if they are found to be unreliable and invalid, they may have detrimental impacts. The objectives of this study were to explore and evaluate Student-led OSCEs hosted by fifth-year medical students. Student-led OSCE results were analysed to examine reliability (Cronbach's alpha). The relationship between Student-led and Faculty-led OSCEs was evaluated using linear regression. Qualitative data were acquired by survey and semi-structured interviews and were analysed using an inductive content analysis approach. In total, 85 (94%) of 91 eligible students consented to study participation. Student-led OSCEs had a low-moderate reliability [Cronbach alpha = 0.47 (primary care) and 0.61 (human reproduction/paediatrics) (HRH)]. A statistically significant, positive relationship between Student-led and Faculty-led OSCE results was observed. Faculty-led OSCE grades increased by 0.49 (95% CI: 0.18, 0.80) to 1.09 (95% CI: 0.67, 1.52), for each percentage increase in Student-led OSCE result. Student-led OSCE participants highly valued the authentic peer-assessed experience. Reported benefits included a reduction of perceived stress and anxiety prior to Faculty-led OSCEs, recognition of learning gaps, contribution to overall clinical competency and facilitation of collaboration between peers. Student-led OSCEs are moderately reliable and can predict Faculty-led OSCE performance. This form of near-peer assessment encourages the metacognitive process of reflective practice and can be effectively implemented to direct further study. Faculties should collaborate with their student bodies to facilitate Student-led OSCEs and offer assistance to improve the quality, and benefits, of these endeavours.

Reducing trainee mistakes. Better performance with changing to a high-fidelity simulation system?

Postpartum hemorrhage is a significant cause of both maternal morbidity and mortality worldwide and is increasing in incidence. This study aimed to assess improvement and identify shortcomings in trainee performance in different simulation systems in the management of postpartum hemorrhage. To perform a pilot study evaluating and comparing high- and low-fidelity simulation models, assessing improvement in repeated performance with high-fidelity mode and identifying mistakes made assessed using Objective Structured Assessment of Technical Skills and thereby exploring what aspects of emergency management of postpartum hemorrhage should be prioritized in teaching settings and assessing what simulation setup is most effective in achieving competence. This was a prospective randomized, single-blinded, single-institution trial in a population of 17 junior obstetrical trainees at the Charité University Hospital Obstetric Simulation Center in Berlin. Trainees were randomized into 2 groups, with either initial low-fidelity simulation or high-fidelity simulation, followed by repeated assessment of performance, using the high-fidelity model simulation system. Individual simulation sessions were video-recorded and transcribed, and the timing of interventions was documented. Strandardized Objective Structured Assessment of Technical Skills forms were used as a checklist for performance. There was a statistically significant general improvement in performance (P=.02; 24.7-27.2 of 31.0 points; average of 8.7%) in the second cycle of simulation assessment and a statistically significant training effect (P=.043; 24.4-28.4 of 31.0 points; average of 12.9%) in the group that underwent repeat simulation assessment from the initial low-fidelity system to the high-fidelity system compared with the group using the same high-fidelity setup (P=.276; 25.0-25.8 of 31.0; average of 2.4%). There was an improvement in the performance when trainees underwent a repeated cycle of simulation assessment changing from a low-fidelity system to a high-fidelity system. Simulation assessment can identify mistakes and learning gaps that are important for obstetrical trainees. This study found that trainees make the same mistakes, regardless of which simulation model was initially used.

Integrating United Nations Sustainable Development Goals in Soil Science Education

The United Nations (UN) Sustainable Development Goals (SDGs) offer an opportunity to improve soil science education on sustainability because they provide specific context to educate faculty and students from various disciplines, including Science, Technology, Engineering, and Mathematics (STEM) about SDGs. Soil science is a STEM discipline with a wide range of applications in the SDGs. The objectives of this study were to use a matrix approach (framework for presenting options for discussion and implementation) to integrate SDGs into an existing introductory soil science course taught to undergraduate students from different STEM fields (environmental and natural resources; wildlife biology; and forestry). The course was enriched with a lecture on SDGs and students were asked to link soil properties and class activities to specific SDGs. A post-assessment survey revealed an increase in students’ familiarity with SDGs, and their relevance to soil properties and course activities. Students acknowledged the importance of soils and individual actions for achieving the SDGs. There was an overall increase in student familiarity (+59.4%) with SDGs. Most students agreed (46.7%) and strongly agreed (23.3%) that the course activities were an effective way to learn about SDGs with examples from soil science. Identified learning gaps in subject matter found through the surveys on SDGs were clarified during later classroom discussions. The advantage of this teaching approach is that it seamlessly integrates SDGs with existing course materials while relying on students’ critical thinking skills to effectively analyze soil science information and form a judgement on how it relates to SDGs.

Formative Assessment: A Significant Facilitator of Student Learning

In recent decades, formative assessment has garnered substantial interest of teachers and educational researchers. Definitions of formative assessment vary in the literature. Relatively well-accepted among them is the one that describe it as the process of seeking and interpreting evidence for learners and their teachers to determine where the learners are in their learning, where they need to go and how best to get there (Antoniou & James, 2014). As opposed to summative assessment, formative evaluation gives comprehensive evaluation and feedback throughout the learning process of students, with the purpose of assisting students in identifying learning gaps, modifying learning methods, and enhancing learning outcomes. Common forms of formative assessment include quizzes, observation records, face-to-face conversations, questionnaires, feedback, student self-assessment, etc. It is meant to evaluate not only students’ academic performance but also their progress in learning attitudes, learning strategies, emotional skills, and other aspects (Wu, 2023).

The Influence of Technology in the World of Education

This study investigates the influence of technology in the world of education. With the rapid advancement of digital technology, its impact on educational practices and outcomes has become increasingly significant. Through a comprehensive review of existing literature, this research explores the multifaceted influence of technology on various aspects of education, including teaching methods, learning experiences, student engagement, and educational outcomes. The study examines how technology has transformed traditional classroom settings, facilitating the adoption of innovative teaching strategies such as flipped classrooms, blended learning, and personalized instruction. Additionally, it investigates the role of educational technology tools such as learning management systems, interactive whiteboards, and educational apps in enhancing instructional delivery and facilitating student learning. Furthermore, the research explores the broader implications of technology in education, including its potential to democratize access to education, bridge learning gaps, and foster lifelong learning. It also addresses challenges associated with technology integration, such as digital divide, privacy concerns, and the need for teacher professional development. Moreover, the study discusses emerging trends in educational technology, such as the use of artificial intelligence, virtual reality, and gamification, and their potential to revolutionize educational practices and outcomes. By synthesizing empirical evidence and theoretical frameworks, this research provides insights into the transformative power of technology in education and its implications for educational policy and practice. Ultimately, this study contributes to a deeper understanding of the influence of technology in the world of education and highlights the opportunities and challenges associated with its integration into teaching and learning environments. It serves as a foundation for future research and informs evidence-based strategies for leveraging technology to enhance educational outcomes and promote lifelong learning.

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays.

A teacher's professional identity development is a dynamic and continuous process that requires rigorous, longitudinal, faculty development initiatives which are designed to work on individual professional growth. Impact of such programs must be evaluated by qualitative means to identify the process of change; The purpose of our study was to investigate whether and how our thoughtfully designed 6-month certificate program has transformed the professional identity of medical teachers. The study was conducted in National University of Medical Sciences, Pakistan using thematic analysis, wherein a weekly task of guided reflective writing, on Moodle, was given. Data was analyzed in six phases to achieve credibility and transferability. By analyzing 202 reflective writings, seven subthemes were identified which manifest transformation in certain aspects of identity of participants and grouped under three major themes. The seven subthemes represent transformative journey of participants and include recognizing millennial learners' dilemma, identifying learning gaps and overcoming barriers, discovering a newer version of self, alternative frame of thinking, transforming traditional classroom, conducive learning environment and Community of Practice. Three major themes identified were Awareness, Modeling and Socialization which represent three processes bringing transformation in participants. Our faculty development program has transformed certain aspects of professional identities of medical teachers by incorporating informal teaching strategies of experiential learning, professional socialization, reflections, and role modeling. Participants' beliefs and practices on teaching were challenged by giving a disorienting dilemma of millennial learners and learning theories. They underwent critical discourse with professional peers and mentors in community of practice, reflected on their traditional teaching practices, acquired new insight, underwent self-discovery, and introduced digitalization and interactive learning strategies within their classrooms.

EXPLICATING THE NARRATIVES OF ELEMENTARY TEACHERS IN HANDLING GRADE 2 STUDENTS WITHOUT PRIOR IN-PERSON INSTRUCTION

The purpose of this qualitative study employing the approach of narratology was to explore the narratives of elementary teachers in dealing with Grade 2 students without prior in-person instruction in the Division of Tagum City. Three elementary teachers were selected through purposive sampling, and they were interviewed to glean the narratives relevant to the research topic of the study. Their narratives were similar which showed the problems that emerged among the Grade 2 learners after the pandemic which include the learning gaps in literacy and numeracy, socio-emotional problems of the pupils, and lack of parental involvement during the pandemic. In response to these perceived challenges, the teachers focused first on the recovery of the expected foundational skills of the learners and exposed them to lots of interactions with their peers. Moreover, remediation as an intervention was made available for the learners to cope with their learning gaps in consonance with asking the learners parents for their collaboration and support. The elementary teachers realized that the curriculum should be adjusted to accommodate these learners who admittedly had learning loss during the pandemic. Support of teachers, educational leaders, parents, and stakeholders was perceived to be crucial to immediately address this serious problem in the society today. KEYWORDS: education, elementary teachers, narrative research, purposive sampling, Division of Tagum City

PEDAGOGICAL STRATEGIES TO ENHANCE THE DEVELOPMENT OF STUDENTS WITH LEARNING DIFFICULTIES

Promoting effective pedagogical strategies is essential to enhance the development of students who face learning challenges. In this context, it is imperative that educators adopt personalized and innovative approaches to create an inclusive environment that meets the individual needs of students. A fundamental strategy is pedagogical differentiation, which involves adapting content, methodology and assessment according to each student's skills and learning styles. This allows the educator to adjust their teaching to ensure that all students have access to the curriculum, regardless of the specific difficulties they may face. Continuous and formative assessment plays a crucial role. It not only provides information about student progress, but also allows for quick adjustments to teaching strategies. This allows educators to early identify areas that require additional attention, offering timely interventions to fill learning gaps. Encouraging active student participation is also a valuable strategy. Involving students in practical activities, collaborative projects and discussions stimulates interest and understanding, making the learning process more meaningful. Furthermore, it provides opportunities to identify and develop each student’s individual skills. Educational technology can be a powerful ally. Digital tools and resources can be customized to meet the specific needs of students with learning disabilities, offering interactive and adaptive activities that make learning more engaging and accessible.The partnership between school and family is a vital component. Maintaining open and constant communication with parents allows you to share information about the student's progress, discuss effective strategies, and involve the family in the educational process.