Differentiated Instruction with Mathematics and English Language Teaching Methodology Seminars: Didactic Game and Individual Work

Abstract

The aim of the present paper is to exemplify, analyze and prove the utility of various strategies of differentiated instruction used within Mathematics and English Language Teaching Methodology seminars, as instruments in the teaching process of the two subjects. The focus of this research is on the didactic game, as an extremely resourceful means of successfully implementing differentiated instruction when preparing future teachers, thus helping them understand, by a double-motivated approach, the usefulness of such a strategy in classroom teaching. The paper ends with the conclusions drawn from comparing the two practical first-hand seminar experiences of the authors, under the form of comparative analysis.