Differentiated Instruction in Korea Young-Eun Kim

How to Connect Teaching and Assessment Curriculum How does teaching reflect the result of student assessment? How is assessment embedded in teaching? Teaching Assessment

Curriculum Differentiation in Korea Purpose Responding to various students’ needs and abilities Individualization, differentiation, and diversification of contents, instructional strategies, class structure, and assessment Student-centered curriculum and instruction

Its’ history in Korea As one of Curriculum Differentiation Teaching by Level (Differentiated Instruction) Since the 7th National Curriculum (1997) Officially emphasized through the 2007 Revised Curriculum(2007) Recommendation by the 2009 Revised Curriculum(2009) by the act “High School Improvement and School Structure Reforms”(2007.10.29, MoE) The policy of school curriculum specialization and diversification (www.sen.go.kr)

by the act “High School Improvement and School Structure Reforms”(2007 by the act “High School Improvement and School Structure Reforms”(2007.10.29, MoE) - demanding full enforcement of Differentiated Instruction at all general high schools since 2008 - Excellence - +1 type - 2 subjects more per grade - financial support, develop teaching materials, and teacher training

The policy of school curriculum specialization and diversification - Extending “Teaching by Level” to all high schools - Math, English of more than 3 levels - full financial support from offices of School District - After school programs

From the 2007 Revised Curriculum Teaching by Level > Curriculum Differentiation Advanced, Basic, Supplementary Korean, Social Studies, Math, Science, English Supplementary teaching Reliable and valid assessments : Criterion for grouping students Differentiated assessment for each level

Assessment in Differentiated Teaching Instructional > Selection Identical (common) contents with different levels ??? Rule: “teaching by level but equal assessment” 4 types of assessment in differentiated teaching - differentiated assessment - common assessment + differentiated assessment - regular assessment + performance assessment - criterion-referenced assessment Jin et al. (2009) “Research on student assessment along with differentiated instruction – based on the subjects of math and English, KICE

Example of item in the mid-term points levels Jin et al. (2009)

“Currently Stabilized” Secondary schools doing differentiated instruction in both math and English Middle schools in Seoul : 98.9% (2008) “Currently Stabilized” Jin et al. (2009, p.21)

Keeping the class number How to Group Students Keeping the class number 2 classes → 2 levels 3 classes → 3 levels + 1 strategy 2 classes → 3 levels 3 classes → 4 levels Demand additional instructors Within-class strategy

How many students in one class? Nation-wide Seoul K E M H Student number in class 19.7 22.8 30.5 30.9 21.9 24.3 30.2 Students per one teacher 13.4 14.9 15.2 13.7 15.4 15.6 14.0 Retrieved from www. moe.go.kr (ministry of education, educational statistics) in May, 2015

A Case from a Middle School - Plan for Mathematics 1st, 2nd, 3rd grade, from March to the end of the grade 2+1 strategy, 2 classes for 3 levels Based on the prior student achievement, regroup them each semester Every 4 hours per week Advanced: application, critical and logical demonstration Basic: Understanding and math pride Supplementary: Basic math ability “school curriculum” www.seoul.ms.kr

Grouping 3rd 1 2 3 4 5 6 7 Class Gauss Euclid Thales G E T teacher Lim Min Oh No. 32 22 12 20

Different teaching strategies (achievement levels) Gauss Euclid Thales 3 Number Operation 4 Equation 5 6 Function 7

A Case from a Middle School - Plan for English 1st, 3rd grade, from March through the end of school year 1st grade: once per week among 4 hours of English per week, Within-Class strategy, 2 levels 3rd grade: every 4 hours of English per week, 2+1 strategy, 3 levels

Grouping strategy 7th 1 2 3 4 5 class Austen Hemingway A H T Kim Ma Kim J. No. 20 10 19 9th 1 2 3 4 5 6 7 Class Austen Dickens Hemingway A D H T No. 30 23 12 22 24 25

Distribution of teaching and assessment materials www.basics.re.kr (Academic support for the basic by KICE)

www.serii.re.kr (Seoul Education & Research Information Institute) text

Teaching and Learning Center by KICE www.classroom.re.kr

Assessment in teaching supplementary Quadratic equation basic www.keris.go.kr

Assessment in teaching Formative assessment Assessment for Learning Assessment related to teaching assessment Performance assessment Assessment in the real context Assessment for student growth achievement standards-based assessment

Feedbacks for teaching and learning Teaching & learning assessment feedback What to improve? What to assess? What to achieve? achievement standards-based assessment

A program for analysis of test results Analysis of student achievement and feedbacks Understanding of their achievement and self-directed learning Improvement of teaching and tailored instruction www.asa.re.kr

What to analyze Review and improve T & L www.asa.re.kr

Q & A Thank you so much!