1
INTRODUCTION
1. Rationale
Differentiated instruction is the requirement, the principle of
teaching and also the measure of teaching in general and teaching at
the training level in particular, which orients the learner to promote
their subjective roles in academic activities. Differentiated instruction
is one of the measures to promote the activeness of learners in
learning. Today's teaching must be transformed from providing
theoretical knowledge to the core process of personal capacity
building, enabling learners to develop their self-learning capabilities
and lifelong self-learning capabilities, and to adapt to all changes in
life.
1.2. Over the past years, professional education and vocational
training in our country have seen strong developments in the number
of training institutions, teaching staff and learners. However, to meet
the requirements of innovation and international integration,
vocational education still has many limitations that need to be
overcome. One of these limitations is that the teaching methods
towards the development of individual learners' capacity, the
application of positive teaching methods and techniques and the
emphasis on self-learning methods have not been widely
implemented. Moreover, the majority of lecturers of colleges,
especially of vocational colleges have not been trained in pedagogical
professional skills, and they lack differentiated instruction skills, so
the urgent requirements of colleges are to form the pedagogical
professional skills for these lecturers to improve the quality and
effectiveness of teaching.
1.3. However, the quality and effectiveness of developing
differentiated instruction skills for college lecturers is only assured
when implemented on the premise of scientific theories and reality

4.3. The participants of the survey and the experiment: The
participants of the survey are managers, college lecturers, specialists,
scientists in the field of the research. The participants of the
experiment are the three colleges mentioned above.
5. Scientific hypothesis
One of the limitations that affect the quality of training at
colleges is that the teaching skills of the faculty are not well
developed in a scientific and effective way. If measures are proposed
to influence the structural elements of differentiated instruction skills
and in accordance with the mechanism of teaching skills
development, differentiated instruction skills will be developed for
college lecturers to meet the requirements of renovating current
vocational education.


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6. Research tasks
6.1. Theoretical research: Review domestic and foreign
research on the development of differentiated instruction skills in
general and those of college lecturers in particular; Review theories
on teaching skills, differentiated instruction and teaching methods for
lecturers to develop tool concepts and set up the theoretical
framework for the research on differentiated instruction skills and
development of differentiated instruction skills for college lecturers.
6.2. Practical research: Investigate the current situation of
teaching at colleges from the perspective of differentiated instruction;
Propose and develop a set of criteria for assessing differentiated
instruction skills of the college lecturers and the status of developing
differentiated instruction skills for college lecturers.
6.3. Study and propose measures to develop differentiated

lecturers;
2. assessed the current state of differentiated instruction skills
of the teaching staff and the current situation of developing the skill
of giving differentiated instruction for college lecturers;
3. proposed feasible and effective measures to develop the skill
of giving differentiated instruction for college lecturers to meet the
requirements of fundamental and comprehensive reform of
vocational education.
10. Structure of the dissertation
Apart from the introduction, conclusion, recommendation, the
dissertation has 3 main chapters:
Chapter
1.
Theoretical background for
differentiated instruction skills for college lecturers.

developing

Chapter 2. Current status of developing differentiated
instruction skills for college lecturers.
Chapter 3. Measures to develop differentiated instruction skills
for college lecturers.


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Chapter 1
THEORETICAL BACKGROUND FOR
DEVELOPING DIFFERENTIATED INSTRUCTION SKILLS
FOR VOCATIONAL COLLEGE LECTURERS
1.1. Literature Review


6
Ninh Thi Bach Diep, Nguyen Van Hong (2015), Nguyen Phuong Mai
(2016), Pham Viet Quynh (2017), Nguyen Dac Thanh (2017), etc.
1.1.2. Comment on the literature review
The results of the studies have confirmed the important role
and position of differentiated instruction in teaching activities in the
school. Differentiated instruction is studied to make the organization
of teaching truly relevant to the nature of learning activities of
learners.
(2) Research on differentiated instruction is conducted in two
main approaches: research on differentiated instruction at the macro
level (towards the development and teaching organization for group
of learners according to the curriculum selected by the learners) and
at the micro level (towards the methods and teaching techniques at
the level of activity appropriate to the group or individual learner).
(3) Research on differentiated instruction in Vietnam compared
to foreign countries is very limited and largely focuses on learners
and general education; there are not many studies on differentiated
instruction for teachers, especially those who teach at colleges and
universities. The laws of psychology and education have not been
used as a precondition for the study on differentiated instruction; the
tendency for research on differentiated instruction is still in favor of
educational management. Therefore, the task of developing
differentiated instruction skills for lecturers in general and for college
lecturers in particular still has many gaps, affecting the quality of
education and training.
1.2. Tool concepts
1.2.1. Differentiated instruction
Differentiated instruction is a teaching measure that helps

maximizing the learning capacity of learners.
1.3. Theories of developing differentiated instruction skills for
college lecturers
1.3.1. Scientific basis of differentiated instruction: They are
philosophical basis, psychological basis, and educational basis;
1.3.2. Teaching characteristics of college lecturers when giving
differentiated instruction
- Lecturers must have adequate qualities and capacities of a
specialist in differentiated instruction
- Lecturers must apply a variety of teaching methods and
techniques to promote students' positive learning
- Lecturers must provide a variety of approaches with content,
processes, and instructional products in a differentiated instruction
approach


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- Lecturers must select the appropriate form and method of
organizing teaching.
1.3.3. Differentiated instruction skills and criteria for identifying
differentiated instruction skills of college lecturers
1.3.3.1. Differentiated instruction skills
No.
Differentiated instruction skills
1. Group of skills to set up criteria for differentiated instruction by subjects
1.1
Skills to observe learners and their learning behaviors
1.2
Skills to measure the psycho-physiological characteristics of the
learner

3.4
Skills to design teaching contents, learning materials and e-learning
facilities
3.5
Skills to design learning environments
4. Group of skills to teach differentiated subjects (learners/teaching
contents)
4.1
Skills to communication and behave in class
4.2
Skills to guide, control and adjust learning behavior
4.3
Skills to supervise, test and assess the learning process and
outcomes
4.4
Skills to use the teaching facilities and technologies
4.5
Skills to implement specific teaching methods and techniques

1.3.3.2. Criteria for identifying differentiated instruction skills


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No.

Criteria

Performance index
1. Frequency of actions or behaviors which are
wrong or inadequate to the set standard skills.

(openness)
6. Frequency of actions or misconduct, or not in
accordance with the skill set
7. Repetition rate (excess) of gestures and behaviors
which are performed correctly.
8. The degree of completing correct operations.

4

Flexibility
level of the
skills

9. Divergence of organizing operations, ie. the
number of operations is the same, but their order and
content can be changed in many ways.
10. Substitutability or variability of some operations
in the skills when transferred to another contexts
(openness)
11. Fluency (little stumbling) of each operation and
of the whole action from the beginning to the end of
the action.
12. The quantity and quality of the products brought
about by the skill, accompanied by the norm of the
time taken.

5

Effectiveness
of the skill

retraining activities; Develop differentiated instruction skills for
lecturers through the process of self-learning and self-training of
lecturers; Develop differentiated instruction skills for lecturers
through professional activities in the college and the activities to
support colleagues to develop their profession; Develop differentiated
instruction skills for lecturers by cooperating with domestic and
foreign partners.
1.3.5. Factors affecting the differentiated instruction skills of
college lecturers
Elements related to the lecturer training institutions; elements
related to the college lecturers themselves; elements related to the
college.
Conclusion for Chapter 1


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1. Differentiated instruction is the principle, requirement and
also the teaching measure to realize the goal of maximizing the
potential of learners. Research on differentiated instruction in foreign
countries as well as in Vietnam is quite abundant, but there are no
studies on differentiated instruction, especially differentiated
instruction skills of college lecturers. As the teaching activity is
fundamentally changed from transferring knowledge to the learner to
developing the learner's capacity, the research on differentiated
instruction skills of lecturers (including college lecturers) is
necessary.
2. Differentiated instruction skill is a form of activity that is
carried out self-consciously based on the knowledge of differentiated
instruction, mobility, and the biological, psychological and social
attributes of the teacher, in accordance with the teaching

then investigate the current status officially.
Table 2.1. Reliability of the scale
Reliability Statistics

Reliability Statistics

ach's Alpha
Cron

Cronbach's Alpha

N of Items

N of Items
.902

21

941
10

Comment: Cronbach's Alpha shows that two scales ensured
reliability.
- Research methodology: survey is the main method.
2.2.2. Results of the study on the current status
2.2.2.1. Current status of differentiated instruction skills of college lecturers
The status of performing differentiated instruction skills of
college lecturers (assessment by managers and lecturers); the results
of assessing differentiated instruction skills of college lecturers
according to the criteria of identifying differentiated instruction

the average score ranges from 2.72 to 2.88 (2.50 = < fairly frequently

X

ĐLC

Rank

3.47

.
699

1


16
2
3
4
5
6
7
8

Relationship with colleagues
Managers and leaders of the department
Professional qualifications of lecturers
Profession passion of lecturers
Opportunity for training and promotion of
lecturers
Teaching facilities of the college


3.0
3

.793

7

3.37

.
659

4

3.32

.
680

5

The data show that the factors which have positive influence
are "Quite many" and "Many". The positive factors which are ranked
"Many" are "salaries, bonuses and allowances" for faculty members,
with an average score of 3.47, ranking first. The factor ranked second
is "profession passion of lecturers", with an average score of 3.42.
The third is "Professional qualifications of lecturers", followed by the
factor of "teaching facilities in the college" and “healthy cultural
environment of the college”. The interview data show that there are 6

implementation.
3.2.1. Improve the quality and effectiveness of training and
fostering differentiated instruction skills for the teaching staff
3.2.1.1. Determine the distance between the standards of
differentiated instruction skills and the level of differentiated
instruction skills of college lecturers.
3.2.1.2. Design and implement programs of developing differentiated
instruction skills for college lecturers
3.2.2. Strengthen guidance and counseling on the development of
differentiated instruction skills for college lecturers
3.2.2.1. Use and promote the core role of experienced lecturers in
order to support, instruct, and advise lecturers in the development of
differentiated instruction skills.
3.2.2.2. Use a team of experts and scientists to guide, counsel and
support college lecturers in the development of differentiated
instruction skills.
3.2.3. Ensure the conditions to support the development of
differentiated instruction skills for college lecturers
- Design self-study materials with instruction on differentiated
instruction skills for lecturers.
- Organize for lecturers to attend the class of experienced
lecturers presenting issues related to differentiated instruction.
- Build a friendly, positive pedagogic environment for the
development of differentiated instruction skills for college lecturers.
3.3. Experiment the necessity and feasibility of the measures
The experiment results showed that the measures received a
fairly high consensus on the necessity and feasibility, although the


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the teaching process

Degree of achievement
Lam Dong

HCM city

ĐLC
3.2
4

.
663

3.2
1

Sig.

ĐLC

(2tailed)

.833

.902


20
Manifestation of


.685

.458

2.80

.866

3.2
5

.752

.048

2.00

.
913

2.18

.819

.456

3.0
0


.737

.148

I explain the knowledge
through
problematic
situations to elicit the
learner to perform the
learning tasks.

3.1
2

.
833

3.3
2

.612

.317

9.

3.3
2

.

students’ learning results to
classify students as a basis
for adjusting teaching.

7.

I interact with learners to
direct them to receive
knowledge.

8.

When learners perform
their learning tasks, I


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Manifestation of
differentiated instruction
skills
encourage
them.

and

Degree of achievement
Lam Dong

HCM city



.833

.534

3.2
0

.816

3.4
3

.742

.291

3.1
2

.781

3.5
4

.637

.038

3.08


3.3
2

.802

3.2
9

.763

.874

17.

3.3
2

.634

.191

I organize classes into
effective learning groups.

11.

I carry out teaching
activities as planned.


learning environment in
which learners have a
positive relationship with

.748

3.5
7


22
Manifestation of
differentiated instruction
skills

Degree of achievement
Lam Dong

HCM city

ĐLC

Sig.

ĐLC

(2tailed)

each other.


teaching
attract

3.28

.
843

2.9
6

1.10
5

.252

I
use
teaching
methods flexibly in class to
help learners learn actively.

3.0
0

.
764

2.82