This master thesis deals with the issues of internal differentiation and individualization in German and Sociology classes in high schools.
The theoretical part of the thesis defines three kinds of differentiation. We describe positive and negative aspects of using internal differentiation and individualization in class and present examples of using internal differentiation and individualization in one period for different school subjects. We take into account that differentiation and individualization are not the same thing and summarize the description of the two models of internal differentiation and individualization; the content-thematic internal differentiation and individualization, the didactic-methodical internal differentiation and individualization. We define the term heterogeneity and show its significance for the school system. We introduce the differences between students, which are of great importance for their successful studying and present the competences of modern teachers. We highlight the importance of the use of a wide range of teaching methods and different learning strategies that the teachers pass onto their students. Described in detail are the reading strategies. We highlight didactic approaches of German and Sociology teachers and show, how a teacher’s approach can be either traditional or modern. Taking that under consideration, we focus on one of the modern didactic approaches, namely the use of information and communication technology in class.
The empirical part of the thesis tries to establish, which didactic approaches are being used by German and Sociology teachers in high schools in specific learning situations. We aimed to determine how the teachers estimate their internal differentiation and individualization qualifications. Additionally, we were interested in their opinion on positive and negative sides of internal differentiation and individualization. We concluded that each teacher uses their own didactic approaches. Compared to elementary schools, there is less internal differentiation and individualization in high schools. Therefore, high school teachers are less qualified for it. The interviewees asses this particular organization of a lesson to be useful for various reasons. For example, it prompts cognitive and personal growth of students as individuals. However, differentiated and individualized learning process also has its downsides. Among them are the demand for high engagement and the difficulty to consider all the differences between students.
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