List of Figures 5
Introduction 6
1The subject of examination 9
1.1.Characteristics of children from ages 6 to 8 9
1.1.1.Observations concerning the above mentioned characteristics 10
1.1.2.Other observations concerning the analyzed group of children 12
1.2.Mixed ability classroom 14
1.3.Learners’ differences 15
1.3.1.Learners’ styles 15
1.3.2.Other learners’ differences that can influence the teaching 16
1.3.3.Learners’ differences according to Tomlinson 17
2The approach and methods 18
2.1.Individualised teaching 18
2.1.1.One to one teaching 18
2.1.2.Alternative education 19
2.1.2.1.Waldorf education 19
2.1.2.2.Montessori education 20
2.1.2.3.Dalton education 20
2.1.2.4.Forest kindergartens 21
2.2.Methods of differentiating teaching of young learners 22
2.2.1.Methods incorporating ears 23
2.2.2.Methods incorporating eyes 23
2.2.3.Methods incorporating mouth 24
2.2.4.Methods incorporating hands 24
2.2.5.Methods incorporating the whole body 24
3Individualisation 25
3.1.The reasons for individualisation 25
3.1.1.Mental development 25
3.1.2.Pyramid of needs 26
3.1.3.Focus on knowledge not the assessment 27
3.1.4.Intrinsic motivation 28
3.1.5.Peer pressure 29
3.1.6.Fulfilling one’s potential 29
3.1.7.Fun 30
3.2.Reasons opposing individualisation 30
3.3.The difference between differentiated classroom according to Tomlinson and a traditional classroom 31
3.4.Comparison of success rate of children from forest and traditional kindergartens 34
4Case Study 36
4.1.Participants of the course 36
4.2.Progress of the children 42
4.3.Group dynamics 44
4.4.The content of the lessons 44
4.4.1.Topics 44
4.4.2.Activities sorted according to implemented methods 45
4.4.2.1.Methods incorporating ears 45
4.4.2.2.Methods incorporating eyes 45
4.4.2.3.Methods incorporating mouth 45
4.4.2.4.Methods incorporating hands 46
4.4.2.5.Methods incorporating the whole body 46
4.4.3.Source of materials 47
4.5.Teaching conditions 48
4.6.A list of observations 48
Conclusion 51
Works Cited 55
Summary in English 58
Summary in Czech 59
The primary purpose of this thesis is to prove that individualisation is important and that to start with children is desirable. However, there are certain limitations given by the children’s age, therefore this paper also deals with the question to what extent it is possible to individualise teaching of children of the given age.
The analyzed subject is a group of five children aged 6 to 8 who are all participants of a course I currently lead under the patronage of leisure time centre Lužánky. They are learning English as their second language. It is a mixed ability class where most of the children are beginners who have only come into contact with English a few times. One of the children is significantly advanced. The sexes are rather well balanced as there are three girls and two boys.
The thesis will be dealing with characteristics of these children, both general characteristics of children of this age and characteristics of every analyzed individual. The first chapter is devoted to the analyzed subject. The first part of the first chapter is dedicated to describing the needs and abilities of this age group. All throughout the thesis there are references to the analyzed individuals. A list of observations is provided at the end in the Case Study. The second part of the first chapter briefly addresses the characteristics of a mixed ability classroom. The third part deals with learners’ differences. It illustrates in what ways learners can differ. It is also, in a way, a summary of studies on learners’ differences.
The second chapter deals with approaches and methods. Specifically, the first part focuses on the characteristics of individualised teaching. It presents examples of this practice and briefly describes them, namely one to one teaching and alternative education, alternative education encompassing Montessori, Waldorf and Dalton schools and forest kindergartens. These examples have been chosen to show that there is a demand for individualised teaching. The descriptions explain what makes these types of teaching desirable and why they are used as examples of individualised teaching in this thesis. The second part of the second chapter presents methods of teaching that can be implemented onto a given age group. These methods include a wide range of activities incorporating all senses and body parts. Its purpose is to illustrate the importance of variability.
The third chapter is focused solely on individualisation. Its purpose is mainly to present the reasons for individualisation. However, it also takes into consideration the demands of this approach that oppose implementing it as a standard way of teaching. It discusses the advantages of individualisation, both with comparison to the common ways of teaching and in relation to the learners’ needs and takes into consideration learners’ differences.