Training, Training Differentiated Teaching Skills

1.2.2.2. Differentiated teaching skills

From studies on teaching skills and differentiated teaching, we can understand: Differentiated teaching skills are a combination of operations and actions of teachers to carry out the teaching process with distinction between individuals or groups of students in the classroom based on the personal characteristics, psychology, physiology, needs, motivations, interests, aspirations, circumstances... of the students to achieve the proposed goals and tasks of differentiated teaching.

Through the above concepts we can see

- To have differentiated teaching skills, teachers must first be equipped with differentiated teaching theory.

- Differentiated teaching skills are a combination of operations and actions of teachers in the process of teaching in the direction of differentiation.

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- Differentiated teaching skills are a system of many partial teaching skills and are demonstrated in all stages of the differentiated teaching process. Many differentiated teaching skills are also general teaching skills that teachers must have.

- Differentiated teaching skills require teachers to perform operations and actions to classify student groups, classify target levels, content, methods, teaching forms, and assessments aimed at grouping according to goals and content based on certain criteria.

- The criteria for evaluating differentiated teaching skills are the proficiency and solidity of differentiated teaching activities, the level of achievement of the general teaching goals of the program and the goals, requirements, and tasks of each student group.

- Differentiated teaching skills are influenced by the psychological characteristics and comprehensive capacity of individual teachers. Teachers must have the skills to classify the levels of goals that students must achieve, branch out learning content, use tools to classify students, guide the search for learning resources, and the skills

Other support forces... This skill demonstrates the teacher's comprehensive professional and technical expertise.

- The way to form and develop differentiated teaching skills for teachers is through the training process in pedagogical universities, through practical teaching activities, through the process of self-study, self-improvement and teacher training of management levels.

1.2.3. Fostering and developing differentiated teaching skills

1.2.3.1. Training

Training is a concept that is understood in many different ways. According to UNESCO, the concept of training is understood as: “Training with the meaning of improving the profession. This process only takes place when individuals and organizations have the need to improve their professional knowledge or skills to meet the needs of the profession ” [23].

According to author Hoang Manh Doan, "Training is used to mean updating and supplementing some necessary knowledge and skills, improving understanding after basic training, providing more specialized knowledge, and bringing practical application" [1].

According to the Vietnamese dictionary: "Training is to increase the skills or qualities of the trained subject " [24].

From the above concepts, we see that training is considered a specific human activity, this activity has the following characteristics:

- The nature of training is to increase knowledge and skills for the training subject based on existing knowledge and skills.

- The training subjects are those who have been trained, have professional qualifications, and have skills in training the subjects.

- Training subjects are individuals or organizations that need to improve their knowledge or professional skills to meet career requirements.

- The purpose of training is to improve the quality and professional capacity of employees so that they can improve the quality and efficiency of their current work.

Thus, it can be understood that: "Training is the process of supplementing and filling in knowledge gaps, updating new things on the basis of "nurturing" existing things to expand them, make them develop further, have value to increase the system of knowledge, skills, expertise, enrich understanding, and improve labor efficiency".

1.2.3.2. Fostering differentiated teaching skills

Training differentiated teaching skills for teachers is carried out through practical teaching activities, professional meetings, and regular and periodic teacher training activities. Through these activities, teachers are provided with theoretical foundations of differentiated teaching, discussions, practice, and observation of specific differentiated teaching skills. The process of training differentiated teaching skills for teachers requires teachers to have a correct understanding of the role of differentiated teaching, to be proactive, positive, creative, persistent, persistent, close to students, and have a high sense of responsibility to bring results. Thus, from the above concepts and characteristics in training differentiated teaching skills, we believe that: Training differentiated teaching skills for teachers is a process under the leading role of the management staff (Principal), teachers are proactive, positive, creative, seek to learn, implement teaching skills suitable to the requirements of differentiated teaching to improve their own differentiated teaching skills to meet the educational goals and tasks set out .

1.3. Training activities to develop differentiated teaching skills for secondary school teachers

1.3.1. Scientific basis of differentiated teaching

Philosophical basis of differentiated teaching: From the arguments of dialectical materialists about humans, humans are both natural and

a social entity. The natural aspect is determined by biological factors, creating diverse and heterogeneous biological structures for individuals. Accordingly, each person is a different natural world in terms of qualities: physical strength, intelligence, personality. The social aspect, which makes up human qualities, is formed by a system of social relationships, which are controlled by specific social circumstances. Marx said that humans are the sum of social relationships. Each individual is the subject of a rich and diverse system of social relationships, therefore has a unique personality, a unique spiritual world, no two are alike. A humanistic education requires that educational goals must be comprehensive, educational content must be practical, diverse and compatible with each type of subject, the structure must be flexible, adaptable, suitable to the requirements and conditions of learners [10].

Psychological basis of differentiated teaching: According to Eysenok, human personality is expressed depending on the type of nerves through the characteristics of behavioral attitudes. Based on that, psychologists divide personality into two types: introvert and extrovert. Extrovert is a personality that is mainly interested in the surrounding world, often open, energetic, active, easily moved by successes and failures, quickly receptive, easily adaptable to new things, enthusiastic on the outside but not lasting, not profound. Introvert is a personality type that focuses on meaning and emotions inwardly, cares little about surrounding things, pays little attention to people, tends to analyze moods, psychological developments and is sentimental. Students with two types of introvert and extrovert personalities have different types of reactions in terms of intensity and speed. Emotionally, extroverts are often enthusiastic, passionate about happy relationships, easily happy, easily sad, unstable emotions, not lasting, not deep but easily establish relationships with people. Introverted personality types have calm, peaceful, deep relationships, easy to empathize. Emotions are slow but strong, deep, lasting, less communicative, not widely communicative, often awkward in responding to new situations. Those are some

Basic characteristics of neurological types affect personality development, the learning process of different types of subjects and therefore relate to the career orientation of students. In the process of education and self-education, individuals can self-adjust and overcome the weaknesses in their personality. This is an issue that educators need to pay special attention to [5].

The educational basis of differentiated teaching: Originating from the educational function, which is ultimately a developmental function. The ultimate goal of education is to help each individual develop and on that basis create a driving force to promote social development. The goal that the education and training career aims for is to improve people's knowledge, train human resources, and foster talents on the basis of personality building. Accordingly, individuals can only have maximum development when educators and the educational system meet their abilities, needs, and aspirations with a suitable content and method program. Similarly, society will have better development conditions if human resources are trained in a differentiated direction, suitable to the social labor structure and the development orientation of each different type of profession, thereby meeting the development requirements of the new period of industrialization, modernization, and international integration.

Originating from the goal of education: Educational theory, whether in the East or the West, regardless of the era, is consistent with the principle of "suitability" for the subject for teaching and educational activities. This principle clearly demonstrates the idea of differentiated teaching and is stated quite consistently: ensuring the unity between general suitability and individual suitability in teaching and learning; ensuring suitability and individuality in the educational process. Later, in other educational documents, that principle was reaffirmed: Ensuring suitability, appropriateness to age characteristics; ensuring the unity between uniformity and differentiation... [10].

Thus we see that: Every learner has psychological qualities, dreams and ambitions, living conditions, health, starting level, and intelligence.

Smart, have different learning styles, have different learning purposes, so they learn differently. True learning can only be carried out with specific learners, that is, with individual differentiation factors. The middle school stage 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 significantly 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.

1.3.2. The role of differentiated teaching

From the scientific basis of differentiated teaching, we see that from birth, each child has a different family background, living environment, health, cognitive ability, thinking level, and enjoys a different nurturing and educational environment. When reaching the age of secondary school students, the differentiation becomes even more obvious. Therefore, it is impossible to set a common, similar educational level and requirements for all students. Each student needs to have an educational goal and method that is suitable for their psychology, thinking level, cognitive ability, knowledge, life experience, talent, passion, level of interest, living circumstances, etc. To achieve the highest educational efficiency for each learner, differentiated teaching is a mandatory requirement and covers all teaching methods. Differentiated teaching will help create the best learning environment, most suitable for each subject and group of students.

Differentiated teaching helps weak students (slow learning ability, knowledge gaps, etc.) not get bored with studying, be more active and proactive in learning activities, thereby having the opportunity to supplement and make up for knowledge to achieve the set knowledge standards.

Differentiated teaching helps students with receptive ability, good knowledge, proactiveness, interest in learning, capacity development, and advanced learning.

Differentiated teaching helps to detect students' weaknesses to find ways to overcome them, discover students' talents and abilities to support and nurture them, thereby helping to orient students' careers.

1.3.3. Objectives of training differentiated teaching skills for secondary school teachers

From the scientific basis and role of DHPH, we can see that DHPH is an inevitable requirement, which determines teaching methods and techniques.

Teachers' DHPH skills are formed during the training process in pedagogical schools, through practical work and the training process. However, along with the development of the market economy, the strong development of the technological revolution, the differentiation in psychology, level of interest, receptive capacity, family circumstances, etc. of students is increasingly complicated. Faced with the requirement of fundamental and comprehensive innovation in education under the direction of Resolution No. 29-NQ/TW dated November 4, 2013, the 8th Conference of the Central Executive Committee of the Party (term XI) on fundamental and comprehensive innovation in education and training [16]. Activities to foster teaching skills for teachers in general and secondary school teachers in particular need to be scientifically implemented to improve teaching skills for teachers, thereby improving the quality of the team, improving the quality of education, meeting the requirements of innovation of the new general education program according to the General Education Program approved on July 27, 2017 [3].

1.3.4. Content of training on differentiated teaching skills for secondary school teachers

To implement micro-differentiated teaching, in addition to general teaching skills, teachers must meet specific teaching skills to serve the differentiated teaching process. From the perspective of differentiated teaching, it is implemented based on the principle of "ensuring the balance between general and individual strengths in

"teaching process" so many differentiated teaching skills of teachers are also requirements for general teaching skills. Differentiated teaching skills include many component skills, to determine groups of differentiated teaching skills, it is necessary to base on the following bases:

- Based on the logic of the teaching process.

- Based on the nature of differentiated teaching in high schools.

- Based on the structure of elements of the teaching and learning process.

- Based on the practical process of organizing differentiated teaching.

Based on the above, I believe that teachers who directly teach in the classroom should be trained in the following groups of micro-differentiated teaching skills.

1.3.4.1. Student research and classification skills group

The scientific basis of DHPH is based on the differences between students or groups of students. Therefore, studying and classifying students is the first and most important step in conducting DHPH, which has a great influence on the activities of planning, organizing, testing, and evaluating the teaching process later. Classifying students in DHPH is based on the criteria: ability, style, interest, and learning pace of students. To carry out this step, teachers must have many skills. However, based on the research topic, I have identified the key skills to serve the group of skills for researching and classifying students as follows:

- Skills in using research methods and classifying students.

Teachers can use many methods to collect information about students in the classroom. The nature of DHPH must carry out the teaching process based on the classification of student groups according to certain criteria such as: ability, style, cognitive pace, needs, interests, motivation, physical, ... of students in the learning process. In the current teaching conditions in secondary schools, teachers can use information collection methods such as: observation, interview, questionnaire design, profile research, ... to determine student characteristics and student learning behavior.

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