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Main Idea of ​​Teaching According to Dhph's Perspective

b virtual, suitable to age characteristics; ensure consistency between uniformity and differentiation...[49]

When analyzing learners, Burns came up with the Proposition:

- No two people learn at the same rate of progress.

- No two learners are ready to learn at the same time.

- No two learners use the same techniques.

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- No two people solve problems in exactly the same way.

- No two people learn the same sequence of behaviors.

Main Idea of ​​Teaching According to Dhph's Perspective

- No two students have the same interests.

- No two learners are equally motivated to achieve the same goal.[57, pp. 51, 52]

Thus, we see that : Each learner has psychological qualities, dreams and ambitions, living conditions, health, starting level, intelligence, learning style, and different learning purposes, so they learn differently . True learning can only be carried out with specific learners , that is, with individual differentiation factors. High school is the stage when students clearly reveal those differences. In teaching, if we know how to respect those differences and teach according to students' abilities , we can narrow the difference in the ability to absorb and apply new knowledge. In addition, if we know how to promote emotions, will and personality, and enhance the active participation in learning of each student, the quality of teaching and learning will be clearly improved . Emotions can be directly transformed into learning motivation , becoming an internal driving force that encourages students to learn.

Differentiated teaching is teaching that cares about students' differences, loves students, and trusts students during each teacher's teaching process.

1.4.4. Main ideas of teaching according to the perspective of DHPH

Differentiated teaching comes from the dialectic of unity and differentiation , from the requirement to ensure the good implementation of teaching goals with all students, while at the same time encouraging and developing to the maximum and optimizing individual abilities.

The basic characteristic of teaching according to the DHPH perspective is to detect and fill knowledge gaps, creating motivation to promote learning. Teaching according to the differentiated teaching perspective is the shortest way to achieve the goal of uniform teaching.

The idea of ​​teaching according to the perspective of DH PH is expressed in the educational principles and teaching principles proposed by many authors:

- Ensure consistency between individual ability in teaching

- Ensure appropriateness and individuality in the educational process

- Ensure appropriateness and age-appropriateness

- Ensure consistency between mass and differentiation

Thus, in our opinion, teaching according to the differentiated teaching perspective should be based on the following guiding ideas :

- Take the general development level of students in the class as the foundation.

- Find ways to bring weak students up to the general level.

- Find ways to help good and excellent students achieve advanced requirements on the basis of achieving basic requirements.

1.4.5. Some contents of teaching according to the perspective of DHPH in general schools

*) The main purpose of differentiated teaching is :Maximize student growth by meeting their needs and helping them progress. In practice, teaching styles include a variety of learning experiences to meet the different needs of learners.

*)Basic forms of teaching according to the DHPH perspective

+ Differentiation according to learners ' interests : Based on students' learning interests , teachers organize for students to learn and explore their knowledge .

+ Differentiation based on learners' perception : Using the distinction of pace as the basis for differentiation. Pace is calculated by the amount of time it takes to move from one activity to another, from one unit of knowledge to another, from one task to another. Classrooms have many different paces of perception.

+ Differentiation according to the learning ability of the students : Based on the actual capacity and level of the students, teachers organize appropriate pedagogical impacts for students to stimulate their active learning. Based on the level of excellent, fair, average, weak, poor, teachers assign students corresponding tasks.

+ Differentiation according to the motivation and learning interests of learners : For groups of students who have the need to explore and research, teachers need to identify higher learning tasks and provide more learning content for this group of students to study on their own. For groups of students with low learning needs, teachers must pay attention to basic tasks and content and supplement and relate practical issues to help students increase their interest and motivation to learn.

*) Some of the elements that form the foundation of an effective differentiated learning environment are as follows :

- Teachers and students accept and respect each other's similarities and differences ;

- Assessment is a continuous diagnostic activity that aids teaching.

-Learning tasks are created and adjusted based on assessment data.

- All students are engaged in respected work - work that is challenging, meaningful, interesting and engaging.

- The teacher is the main coordinator/organizer of time, distance and activities rather than the information provider. The aim is to help students become confident learners.

- Teachers and students work together in the classroom as well as on individual goals .

- Students work in different groups as well as independently.

- Time is used flexibly step by step based on student needs.

- Students often have choices about the topics they want to learn, how they need to work, and how they demonstrate their learning.

- Teachers use a variety of teaching methods to meet the needs and abilities of students.

- Students are assessed in a variety of ways, and each student's progress is measured and compared to the previous starting level. [24]

*) Content of each lesson in teaching according to the perspective of DHPH

- Have clear goals for all students;

- Includes many teaching techniques for teachers to meet the needs of students at all levels;

- Take into account students' learning models in presenting lessons;

- Mobilize all students to participate in the lesson through the use of questioning methods aimed at different levels of thinking (According to Bloom's taxonomy)

- Allow that requirements need to be adjusted for some students;

- Create choices about the methods that students will use to demonstrate their understanding of those concepts ;

- Accept that different methods are equally valid;

- Assess students based on individual differences.

Reason:

- Encourage the integration of all students into the same class;

- Solve different learning models (styles) of students;

- Allows teachers to reach all of their students within the allowed time ;

- Take into account the diversity of students;

- Encourage the development of social relationships and self-worth;

- Meet social, emotional and learning needs. [45]


1.4.6. Principles and steps for organizing teaching according to the perspective of teaching with peers in high schools

*) Principles of DH according to the DHPH perspective

1/ Teachers acknowledge that learners are different.

2/ Quality over quantity. Teachers evaluate the substance of the task, not the quantity.

3/ Change to multi-faceted/multi-dimensional approaches to content, process and product .

4/ Focus on the learner. Learning is relevant and interesting.

5/ Integrate whole-class, group, and individual teaching. This helps teaching create a pacing pattern between whole-class, group, and individual learning experiences.

6/ As an organization, the learners have a simple purpose and the teacher learns at the same time.[6]

*) Steps to organize DH according to the DHPH perspective

To organize teaching according to the differentiation perspective, teachers must first grasp the characteristics, personalities, learning abilities, circumstances, and aspirations of each student in the class.

After researching and mastering the content and requirements of the lesson, teachers must design a lesson plan to attract all students in the class to participate in learning the lesson content by assigning appropriate tasks to each student , group of students...

In our opinion, organizing teaching and learning according to the DHPH perspective can be carried out according to the following basic steps :

Step 1 : Investigate and survey students before teaching about their needs, wishes, learning conditions,...

Step 2 : Plan teaching and prepare lessons based on understanding the subject's position, lesson objectives and analyzing students' needs.

Step 3 : During teaching hours, teachers combine many teaching methods, coordinate many forms of teaching, use active teaching techniques, and pay attention to students.

Step 4 : Check and evaluate students' progress throughout the teaching process, create many opportunities for students to express themselves, and help students become confident in themselves.

Note: In teaching according to the DHPH perspective, it is necessary to create a democratic relationship between teachers and students, between students and students to help students become more open and confident.

1.4.7. Basic functions of teaching according to the perspective of DHPH

The basic function of differentiated teaching is to make the teaching process and system more adaptable to individual learners, to the characteristics of population groups, social groups , age groups, to the natural and social nature of learning and to different conditions to ensure the quality of learning, while more effectively meeting national educational goals, social needs and interests.[6]

1.4.8. The superiority of teaching according to the perspective of DHPH

*) Differentiated teaching is a trend of democratizing education, a trend of the times.

Differentiated teaching is a trend of democratizing education. Currently, in the world, democratizing education is a trend that is of interest in many countries. This trend aims to ensure the achievement of cultural heights and the full development of

learners ' abilities , creating favorable conditions for learners to overcome obstacles on the learning path, creating opportunities for each person to continue to learn and develop continuously. To implement educational democratization, schools must have a diverse, flexible and non-rigid educational and training content to suit the very different abilities and conditions of learners. Training content must have hardware and software so that each student can choose and develop according to their strengths, talents and specific conditions as well as to suit the regional characteristics of each

territory

*) Differentiated teaching is a trend to ensure social justice.

Ensuring equity is the trend of modern progressive society. In education, equity means ensuring that all citizens have equal rights to learning opportunities and opportunities to succeed in education. Today, it is not only an ethical principle but also a condition to ensure social development. Only when there is equity in education, only when everyone, rich or poor, noble or humble, has equal opportunities to learn and succeed, can the intellectual potential of society be fully exploited.

Differentiation in education is the implementation of social justice in education, because there , learners are divided into different groups, based on different characteristics of circumstances, physical strength, ability , needs, aspirations... to provide appropriate educational services to develop their highest potential .

*) Differentiated teaching is to implement the requirement of streaming after middle school and high school.

Streamlining students after junior high school and high school is an objective requirement of the national education system. Differentiation in teaching creates the premise for streaming students, on the one hand making the education system have a reasonable structure, suitable for the requirements of socio-economic development, on the other hand helping students

Students can proactively choose their path to continue their studies, suitable to their abilities, interests, circumstances and the requirements of socio-economic development .[48]

1.5. Basic contents of QLDH according to the perspective of DHPH in high school

From theory and practice, it is shown that students have their own personalities, so teaching needs to focus on the development of individual abilities and teaching management accordingly cannot be a stereotype, mechanical, rigid, imposed on the subject, nor can it be left to the subject to be free and arbitrary in teaching and teaching management needs to closely follow practice and be creative according to the vivid practice of the subject.

To successfully manage teaching and learning according to the perspective of DHPH in high schools, the role of the principal is very important. The principal must adhere to the four management functions : planning, organizing, directing, checking and evaluating and must be proactive, comprehensive, and focused on the relationship between teaching and learning subjects, in which the principal needs to focus on the basic contents: Managing the innovation of awareness of managers and teachers about teaching according to the perspective of DHPH; Managing the implementation of program content; Managing teachers' teaching activities; Managing students' learning activities and Managing conditions supporting teaching and learning activities in the teaching and learning process according to the spirit of differentiation.

1.5.1. Managing innovation in awareness of managers and teachers about teaching from the perspective of teaching and learning

In modern society , the role, position and function of schools in general

general and of teachers in particular have had great and fundamental changes . The central position in the teaching and learning process is gradually shifting from teachers to students with the requirement of educating and training the next generations to become

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