Tài liệu Phát triển kỹ năng dạy học phân hóa cho giảng viên trường cao đẳng tom tat tieng anh

1 INTRODUCTION 1. Rationale Differentiated instruction is the requirement, the principle of teaching and also the measure of teaching in general and teaching at the training level in particular, which orients the learner to promote their subjective roles in academic activities. Differentiated instruction is one of the measures to promote the activeness of learners in learning. Today's teaching must be transformed from providing theoretical knowledge to the core process of personal capacity building, enabling learners to develop their self-learning capabilities and lifelong self-learning capabilities, and to adapt to all changes in life. 1.2. Over the past years, professional education and vocational training in our country have seen strong developments in the number of training institutions, teaching staff and learners. However, to meet the requirements of innovation and international integration, vocational education still has many limitations that need to be overcome. One of these limitations is that the teaching methods towards the development of individual learners' capacity, the application of positive teaching methods and techniques and the emphasis on self-learning methods have not been widely implemented. Moreover, the majority of lecturers of colleges, especially of vocational colleges have not been trained in pedagogical professional skills, and they lack differentiated instruction skills, so the urgent requirements of colleges are to form the pedagogical professional skills for these lecturers to improve the quality and effectiveness of teaching. 1.3. However, the quality and effectiveness of developing differentiated instruction skills for college lecturers is only assured when implemented on the premise of scientific theories and reality issues. This is also the reason for choosing the topic for this doctoral dissertation, a section of which is concerned with applying theories of differentiated instruction and differentiated instruction skills to solve a practical problem, that is to develop differentiated instruction skills for college lecturers. The dissertation topic is: “Developing the skill of giving differentiated instruction for college lecturers”. 2 2. Purpose of the study: Based on theoretical and practical research, the dissertation has proposed measures to develop differentiated instruction skills for college lecturers to help them well perform the tasks of lecturers in teaching activities in colleges, contributing to the improvement of vocational training quality at Vietnamese colleges. 3. The subjects and objects of study - The objects of the study: Teaching activities of lecturers at colleges. - The subjects of the study: The relationship between elements of differentiated instruction skills and the teaching activities of college lecturers. 4. The scope of the study 4.1. The subjects of the study: The relationship between the elements of differentiated instruction skills and the teaching activities of college lecturers in this study was approached in terms of their role and function. 4.2. The location and time of the study: Practical research was carried out at Ho Chi Minh City College of Economics and Technology, Lam Dong College of Economics and Technology, and Ben Tre College. The study was carried out during the period from the academic year 2010 - 2011 to the academic year 2016 - 2017. 4.3. The participants of the survey and the experiment: The participants of the survey are managers, college lecturers, specialists, scientists in the field of the research. The participants of the experiment are the three colleges mentioned above. 5. Scientific hypothesis One of the limitations that affect the quality of training at colleges is that the teaching skills of the faculty are not well developed in a scientific and effective way. If measures are proposed to influence the structural elements of differentiated instruction skills and in accordance with the mechanism of teaching skills development, differentiated instruction skills will be developed for college lecturers to meet the requirements of renovating current vocational education. 3 6. Research tasks 6.1. Theoretical research: Review domestic and foreign research on the development of differentiated instruction skills in general and those of college lecturers in particular; Review theories on teaching skills, differentiated instruction and teaching methods for lecturers to develop tool concepts and set up the theoretical framework for the research on differentiated instruction skills and development of differentiated instruction skills for college lecturers. 6.2. Practical research: Investigate the current situation of teaching at colleges from the perspective of differentiated instruction; Propose and develop a set of criteria for assessing differentiated instruction skills of the college lecturers and the status of developing differentiated instruction skills for college lecturers. 6.3. Study and propose measures to develop differentiated instruction skills for college lecturers: Propose measures to develop differentiated instruction skills for college lecturers. The proposed measures are tested and experimented pedagogically to confirm their necessity, feasibility and effectiveness in improving differentiated instruction skills for college lecturers. 7. Research methodology 7.1. Methodology 7.2. Specific research methods: Group of theoretical research methods; Group of practical research methods; Group of data processing methods. 8. Points of protection 1) Differentiated instruction skills of college lecturers are formed and developed through the process of teaching profession training and their teaching practice at colleges under the influence of specific pedagogical conditions and contexts. 2) To develop differentiated instruction skills for college lecturers, it is necessary to use synchronous measures to influence the structural elements and the existing level of differentiated instruction skills of the college lecturers. 4 3) The development of differentiated instruction skills for college lecturers will have a direct impact on the results of knowledge acquisition, skills training and new-employee personality fostering of learners at colleges. 9. Contributions of the dissertation The dissertation has: 1. contributed to enriching the theoretical foundation for developing the skill of giving differentiated instruction for college lecturers; 2. assessed the current state of differentiated instruction skills of the teaching staff and the current situation of developing the skill of giving differentiated instruction for college lecturers; 3. proposed feasible and effective measures to develop the skill of giving differentiated instruction for college lecturers to meet the requirements of fundamental and comprehensive reform of vocational education. 10. Structure of the dissertation Apart from the introduction, conclusion, recommendation, the dissertation has 3 main chapters: Chapter 1. Theoretical background for differentiated instruction skills for college lecturers. developing Chapter 2. Current status of developing differentiated instruction skills for college lecturers. Chapter 3. Measures to develop differentiated instruction skills for college lecturers. 5 Chapter 1 THEORETICALBACKGROUNDFOR DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS FOR VOCATIONAL COLLEGE LECTURERS 1.1. Literature Review 1.1.1. Research results related to the research topic 1.1.1.1. Foreign research These issues are reflected in the work of researchers such as Iu.K.Babanxki (1986); Michel Develay (1999); N.X.Laaytex (1997); J. A. Cemenxki, J. J. Rutxo, A. Distecvec; Slavin R.E. (1990); McDermott, P. et al, Diana (2012); Tomlinson C.A. and McTighe J. (2004); Bryson. J (1998); Bayley, D. H. & Garofalo, J. (1989); David A. Binder, Paul B. Bergman & Susan M. Price (1991); etc. In the former Soviet Union more than 200 studies have been published on the particular characteristics of children and the specific approach to the cognitive activity of students. Iu.K. Babanxki said that individualization is the most important principle of the teaching theory. Differentiated instruction is studied at two levels: macro level and micro level. 1.1.1.2. Research in Vietnam Since the 1960s, Vietnamese schools have paid attention to differences in teaching. The term "differentiated instruction" has not yet been defined, but many studies have reflected this issue of education. Studies on fostering gifted mathematical students and the reality of meeting different needs of students in mathematical education have been dealt with by educators like Hoang Chung (1978), Pham Van Hoan (1981) in their course books and monographs on methods of teaching mathematics. Since the early 1980s, the issue of differentiated instruction in particular and the issue of differentiated instruction in education in general has been paid more attention to by educators. This is shown in the works of Ho Ngoc Dai (1991), Ngo Huu Dung (1996), Nguyen Huu Chau (2005), Nguyen Quoc Thang (2005), Doan Duy Hinh (2006), Ton Than . Nguyen Thi Thu (2014), Truong Thi Bich (2015) 6 Ninh Thi Bach Diep, Nguyen Van Hong (2015), Nguyen Phuong Mai (2016), Pham Viet Quynh (2017), Nguyen Dac Thanh (2017), etc. 1.1.2. Comment on the literature review The results of the studies have confirmed the important role and position of differentiated instruction in teaching activities in the school. Differentiated instruction is studied to make the organization of teaching truly relevant to the nature of learning activities of learners. (2) Research on differentiated instruction is conducted in two main approaches: research on differentiated instruction at the macro level (towards the development and teaching organization for group of learners according to the curriculum selected by the learners) and at the micro level (towards the methods and teaching techniques at the level of activity appropriate to the group or individual learner). (3) Research on differentiated instruction in Vietnam compared to foreign countries is very limited and largely focuses on learners and general education; there are not many studies on differentiated instruction for teachers, especially those who teach at colleges and universities. The laws of psychology and education have not been used as a precondition for the study on differentiated instruction; the tendency for research on differentiated instruction is still in favor of educational management. Therefore, the task of developing differentiated instruction skills for lecturers in general and for college lecturers in particular still has many gaps, affecting the quality of education and training. 1.2. Tool concepts 1.2.1. Differentiated instruction Differentiated instruction is a teaching measure that helps organize the teaching of a particular curriculum unit suitable with the individual or group of learners, and thus maximizes the academic performance of the learner. 1.2.2. Differentiated instruction skills 1.2.2.1. Teaching Skills: Teaching skills are the type of teacher's professional skills that include consciousness-controlled actions that are carried out based on the teacher's biological, 7 psychological and social attributes in accordance with the teaching requirements as well as other objective conditions of the teaching environment to achieve the actual results according to the set teaching objectives. 1.2.2.2. Differentiated instruction skills: Differentiated instruction skill is a form of activity that is carried out selfconsciously based on the knowledge of differentiated instruction, mobility, and the biological, psychological and social attributes of the teacher, in accordance with the teaching requirements as well as other objective conditions of the teaching environment to organize the teaching process of each unit of specific teaching programs suitable to each group or individual learners, thereby maximizing the learning capacity of the learner. 1.2.3. Develop differentiated instruction skills The development of differentiated instruction skills is the process of creating changes in the knowledge of differentiated instruction, strengthening mobility and other psychological and psychological conditions of the instructor (such as individual needs, feelings, will and activeness, etc.) so that the instructor successfully organizes the teaching process for each specific unit of instruction that is appropriate for each group or individual learner, thereby maximizing the learning capacity of learners. 1.3. Theories of developing differentiated instruction skills for college lecturers 1.3.1. Scientific basis of differentiated instruction: They are philosophical basis, psychological basis, and educational basis; 1.3.2. Teaching characteristics of college lecturers when giving differentiated instruction - Lecturers must have adequate qualities and capacities of a specialist in differentiated instruction - Lecturers must apply a variety of teaching methods and techniques to promote students' positive learning - Lecturers must provide a variety of approaches with content, processes, and instructional products in a differentiated instruction approach 8 - Lecturers must select the appropriate form and method of organizing teaching. 1.3.3. Differentiated instruction skills and criteria for identifying differentiated instruction skills of college lecturers 1.3.3.1. Differentiated instruction skills No. Differentiated instruction skills 1. Group of skills to set up criteria for differentiated instruction by subjects 1.1 Skills to observe learners and their learning behaviors 1.2 Skills to measure the psycho-physiological characteristics of the learner 1.3 Skills to investigate with conventional techniques 1.4 Skills to conduct scientific experiments 1.5 Skills to collect and analyze learning data 1.6 Skills to test and assess the results of knowledge acquisition, skill training, personality fostering of learners in differentiated instruction approach. 2. Group of skills to lead and manage the learners and their learning activities appropriate to individuals or groups of learners 2.1 Skills to persuade and collaborate with learners 2.2 Skills to express and explain ideas to learners 2.3 Skills to encourage and motivate learners 2.4 Skills to organize classes and learning groups 2.5 Skills to manage time and learning resources 3. Group of skills to design teaching for differentiated subjects (learners/contents of teaching) 3.1 Skills to design teaching contents, learning materials and lessons 3.2 Skills to design activities for learners 3.3 Skills to design teaching methods and techniques 3.4 Skills to design teaching contents, learning materials and e-learning facilities 3.5 Skills to design learning environments 4. Group of skills to teach differentiated subjects (learners/teaching contents) 4.1 Skills to communication and behave in class 4.2 Skills to guide, control and adjust learning behavior 4.3 Skills to supervise, test and assess the learning process and outcomes 4.4 Skills to use the teaching facilities and technologies 4.5 Skills to implement specific teaching methods and techniques 9 1.3.3.2. Criteria for identifying differentiated instruction skills No. Criteria Performance index 1. Frequency of actions or behaviors which are wrong or inadequate to the set standard skills. 1 The completeness of the contents and the structure of the skills 2 3 Logical reasonableness of the skills Proficiency level of the skills 2. Repetition rate (excess) of gestures, and behaviors which are performed correctly. 3. The degree of completing correct operations. 4. Divergence of organizing operations, ie. the number of operations is the same, but their order and content can be changed in many ways. 5. Substitutability or variability of some operations in the skills when transferred to another contexts (openness) 6. Frequency of actions or misconduct, or not in accordance with the skill set 7. Repetition rate (excess) of gestures and behaviors which are performed correctly. 8. The degree of completing correct operations. 4 Flexibility level of the skills 9. Divergence of organizing operations, ie. the number of operations is the same, but their order and content can be changed in many ways. 10. Substitutability or variability of some operations in the skills when transferred to another contexts (openness) 11. Fluency (little stumbling) of each operation and of the whole action from the beginning to the end of the action. 5 Effectiveness of the skill 12. The quantity and quality of the products brought about by the skill, accompanied by the norm of the time taken. 13. Ratio between results and cost of resources. 14. The effect of the skills on personal development. 15. Level of coincidence between the achievements 10 No. Criteria Performance index and the objectives of the action. 1.3.4. Basic elements of the process of developing differentiated instruction skills for college lecturers 1.3.4.1. The goal of developing differentiated instruction skills: Assist lecturers to firmly shape differentiated instruction skills, thereby raising the level of satisfying the requirement of mastering differentiated instruction skills of college lecturers 1.3.4.2. Contents of developing differentiated instruction skills: Raise awareness of the important role of differentiated instruction skills and enhance the understanding of lecturers on differentiated instruction skills; Specifically define the task of developing differentiated instruction skills for lecturers related to training activities of colleges; Organize the development of differentiated instruction skills for lecturers; Evaluate the results of developing differentiated instruction skills for lecturers; Build the environment and create favorable conditions for developing differentiated instruction skills for lecturers. 1.3.4.3. Forms of developing differentiated instruction skills for lecturers: Develop differentiated instruction skills for lecturers through the curriculum and training contents of teacher training institutions; Develop differentiated instruction skills for lecturers through teacher retraining activities; Develop differentiated instruction skills for lecturers through the process of self-learning and self-training of lecturers; Develop differentiated instruction skills for lecturers through professional activities in the college and the activities to support colleagues to develop their profession; Develop differentiated instruction skills for lecturers by cooperating with domestic and foreign partners. 1.3.5. Factors affecting the differentiated instruction skills of college lecturers 11 Elements related to the lecturer training institutions; elements related to the college lecturers themselves; elements related to the college. Conclusion for Chapter 1 1. Differentiated instruction is the principle, requirement and also the teaching measure to realize the goal of maximizing the potential of learners. Research on differentiated instruction in foreign countries as well as in Vietnam is quite abundant, but there are no studies on differentiated instruction, especially differentiated instruction skills of college lecturers. As the teaching activity is fundamentally changed from transferring knowledge to the learner to developing the learner's capacity, the research on differentiated instruction skills of lecturers (including college lecturers) is necessary. 2. Differentiated instruction skill is a form of activity that is carried out self-consciously based on the knowledge of differentiated instruction, mobility, and the biological, psychological and social attributes of the teacher, in accordance with the teaching requirements as well as other objective conditions suitable to each group or individual learners, thereby maximizing the learning capacity of the learner. Therefore, developing differentiated instruction skills for college lecturers is an inevitable and necessary demand to improve the training quality of colleges. 3. Developing differentiated instruction skills for college lecturers is a process with complete structural elements, including basic elements such as objectives, contents and forms of developing differentiated instruction skills for lecturers; there is adequate attention to the factors that influence this process. 12 Chapter 2 CURRENT STATUS OF DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS FOR COLLEGE LECTURERS 2.1. Overview of colleges within the scope of the dissertation Research on the development of differentiated instruction skills for college lecturers is a universal issue for vocational education in general. Due to the scope of the research, we selected 3 colleges typical for 3 regions in the South: the Highland, Ho Chi Minh City, the Mekong Delta. They are Ho Chi Minh City College of Economics and Technology, Lam Dong College of Economics and Technology, and Ben Tre College. 2.2. The current status of differentiated instruction skills of college lecturers 2.2.1. Overview of the organization of research on the current status - Research Process: Establish and standardize the scale, and then investigate the current status officially. Table 2.1. Reliability of the scale Reliability Statistics Reliability Statistics ach's Alpha Cron Cronbach's Alpha N of Items N of Items .902 21 941 10 Comment: Cronbach's Alpha shows that two scales ensured reliability. - Research methodology: survey is the main method. 2.2.2. Results of the study on the current status 2.2.2.1. Current status of differentiated instruction skills of college lecturers The status of performing differentiated instruction skills of college lecturers (assessment by managers and lecturers); the results of assessing differentiated instruction skills of college lecturers according to the criteria of identifying differentiated instruction skills. 13 Figure 2.1. Frequency of performing differentiated instruction skills of lecturers Figure 2.2. Level of achieving differentiated instruction skills of lecturers The data in Figure 2 shows that the skill of "conducting scientific experiments" of the instructor is less frequently realized and the level of achievement is low; this situation is also true for the skill of "design learning materials for learners to study on the Internet". The general trend show if a particular skill is performed with high frequency, its level of achievement is usually high. 14 2.2.2.2. Current status of developing differentiated instruction skills for college lecturers a) Contents of developing differentiated instruction skills performance achievement Figure 2.3. Level of implementing the contents of developing differentiated instruction skills for college lecturers The data in the chart shows that the contents of developing differentiated instruction skills are implemented "fairly frequently"; the average score ranges from 2.72 to 2.88 (2.50 = < fairly frequently <3.25). b) Forms of developing differentiated instruction skills for college lecturers performance achievement Figure 2.4. Level of implementing differentiated instruction skills forms of developing The forms "self-learning of lecturers" and "lecturer retraining of colleges" are two forms implemented "fairly frequently" with an 15 average score of about 3.00; however, these forms are implemented individually and separately, but not systematically. * Overall assessment of the current situation: - The colleges are well aware of the importance of developing differentiated instruction skills for lecturers in relation to the implementation of tasks and strategic objectives for the development of lecturers in each period. - The colleges have established a systematic procedure of developing differentiated instruction skills for lecturers with closely linked components; the development of this component involves the participation and consultation of other components. These contents are based on the characteristics of teaching in general and of lecturers in particular. - During the implementation of the skills, other activities have also been carried out to foster and raise the professional capacity of lecturers. This is the positive point of colleges in the present context. - The arrangement of lecturers to participate in training differentiated instruction skills is basically reasonable. Lecturers are assigned with proper tasks in accordance with their trained profession, enabling them to work according to their capacity and strength. - Each college has a system of assessment according to the objectives and activities of lecturers. The assessment is conducted regularly with the involvement of stakeholders; therefore, the assessment results are reliable and transparent. - All the colleges pay attention to training, fostering and developing their academic staff, and take advantage of many external resources to carry out these tasks. 2.3. Evaluate the factors that influence the development of differentiated instruction skills for college lecturers No. Factors Level X ĐLC Rank 1 Salaries, bonuses and allowances 3.47 .699 1 2 Relationship with colleagues 2.89 .762 8 16 3 Managers and leaders of the department 3.24 .706 6 4 Professional qualifications of lecturers 3.41 .661 3 5 Profession passion of lecturers 3.42 .690 2 6 Opportunity for training and promotion of lecturers 3.03 .793 7 7 Teaching facilities of the college 3.37 .659 4 8 Healthy cultural environment of the college 3.32 .680 5 The data show that the factors which have positive influence are "Quite many" and "Many". The positive factors which are ranked "Many" are "salaries, bonuses and allowances" for faculty members, with an average score of 3.47, ranking first. The factor ranked second is "profession passion of lecturers", with an average score of 3.42. The third is "Professional qualifications of lecturers", followed by the factor of "teaching facilities in the college" and “healthy cultural environment of the college”. The interview data show that there are 6 responses which stated that "professional competence of lecturers" positively influences the implementation of learner-centered teaching methods. In addition, there are some ideas that to effectively implement differentiated instruction, "practice classes with less than 10 learners are the most effective". The main obstacles are “Limited facilities which can not ensure a computer for each student” and “big classes". Conclusion for Chapter 2 By using practical research methods such as questionnaire surveys, in-depth interviews and observations, we have investigated the issues of perception, performance level, performance results as well as factors affecting the development of differentiated instruction skills for college lecturers on the survey participants who are managers and lecturers. By using methods of data analysis and statistical methods, we have provided quantitative and qualitative information on the status of developing differentiated instruction skills for college lecturers. 17 The results of investigating the above situation show that most of the surveyed subjects do not appreciate the performance level and the achievement level of developing differentiated instruction skills of college lecturers; the achievement degree of the skills in the 5 stages is low and the effectiveness of performing the skills is not high. In particular, most of the opinions suggest that most of the factors affecting the situation belong to in the lecturers themselves; however, in order to implement differentiated instruction skills development for lecturers, there should be active participation from experienced managers and lecturers. From the point of view of education and teaching theory, it can be seen that the underlining reason is that the majority of teaching staff and managers have not grasped the nature of differentiated instruction and the roles of differentiated instruction skills in improving the quality of training; there is a lot of confusion in organizing the implementation of objectives, contents and methods of developing differentiated instruction skills effectively; the conditions for the development of differentiated instruction skills for teaching staff are not sufficient. The above-mentioned situation and causes requires necessary and feasible measures to develop the differentiated instruction skills for the teaching staff of colleges, to improve the quality of teaching activities, and to meet the need of fundamental and comprehensive reform of education. Chapter 3 MEASURES TO DEVELOP DIFFERENTIATED INSTRUCTION SKILLS FOR COLLEGE LECTURERS 3.1. Principles for proposing the measures Principle of ensuring legality; Principles of ensuring systematism; Principle of ensuring practicality; Principle of ensuring inheritance; Principle of ensuring effectiveness. 3.2. Measures to develop differentiated instruction skills for college lecturers As a process of psychology and pedagogy, we have proposed three general measures and in each measure, we have analyzed the 18 specific contents (actually they are the specific measures of the general measure). In each specific measure, we outlined the objectives, contents, implementation methods and conditions for implementation. 3.2.1. Improve the quality and effectiveness of training and fostering differentiated instruction skills for the teaching staff 3.2.1.1. Determine the distance between the standards of differentiated instruction skills and the level of differentiated instruction skills of college lecturers. 3.2.1.2. Design and implement programs of developing differentiated instruction skills for college lecturers 3.2.2. Strengthen guidance and counseling on the development of differentiated instruction skills for college lecturers 3.2.2.1. Use and promote the core role of experienced lecturers in order to support, instruct, and advise lecturers in the development of differentiated instruction skills. 3.2.2.2. Use a team of experts and scientists to guide, counsel and support college lecturers in the development of differentiated instruction skills. 3.2.3. Ensure the conditions to support the development of differentiated instruction skills for college lecturers - Design self-study materials with instruction on differentiated instruction skills for lecturers. - Organize for lecturers to attend the class of experienced lecturers presenting issues related to differentiated instruction. - Build a friendly, positive pedagogic environment for the development of differentiated instruction skills for college lecturers. 3.3. Experiment the necessity and feasibility of the measures The experiment results showed that the measures received a fairly high consensus on the necessity and feasibility, although the number of comments was unequal among the measures and the level of assessment of the subjects was different. We believe that in order to continue to affirm the necessity and feasibility of the measures of developing differentiated instruction skills for college lecturers, it is 19 dependent on many other objective and subjective factors, the most important of which is the capacity and sense of self-improvement of the college lecturer. It is important to base on the psychological, pedagogical and practical foundation to demonstrate the necessity and feasibility of these measures. 3.4. Pedagogical experiments 3.4.1. General overview of organizing pedagogical experiments - The purpose of pedagogical experiments The experimental content is "Use and promote the core role of experienced lecturers in order to support, instruct, and advise lecturers in the development of differentiated instruction skills", which can be considered as a specific measure of the second general measure to assess the scientism, feasibility and effectiveness of the proposed measure. - Subjects of pedagogical experiments - Hypothesis of pedagogical experiments - Contents of pedagogical experiments - Methods of pedagogical experiments - Procedure of carrying out pedagogical experiments 3.4.2. Analysis of the pedagogical experiment results Table 3.5. Results of the capacity of the two lecturer groups after the experiment Manifestation of differentiated instruction skills 1. I observe the learner in the teaching process Degree of achievement Lam Dong HCM city ĐLC Sig. ĐLC (2tailed) 3.24 .663 3.21 .833 .902 I assess the psychological and physical characteristics of the learner. 2.76 .597 2.89 .685 .458 3. 2.80 .866 3.25 .752 .048 2. I design lectures based 20 Manifestation of differentiated instruction skills Degree of achievement Lam Dong HCM city ĐLC Sig. ĐLC (2tailed) on the information about students I have collected.. 4. I conduct scientific experiments to determine the effect of changes in teaching. 5. I collect and analyze learner data to adjust my teaching. 2.00 .913 2.18 .819 .456 3.00 .577 3.21 .833 .278 3.16 .746 3.14 .591 .926 3.08 .812 3.39 .737 .148 3.12 .833 3.32 .612 .317 3.32 .690 3.18 .548 .417 2.88 .666 3.39 .737 .011 6. I test and assess students’ learning results to classify students as a basis for adjusting teaching. 7. I interact with learners to direct them to receive knowledge. 8. I explain the knowledge through problematic situations to elicit the learner to perform the learning tasks. 9. When learners perform their learning tasks, I encourage and motivate them. 10. I organize classes into effective learning groups.