INDIVIDUALIZED TEACHING STRATEGIES
DOI:
https://doi.org/10.56238/levv16n53-163Keywords:
Individualized Pedagogical Strategies, Personalized Education, Differentiation of Instruction, Adaptive Learning, Teaching PracticeAbstract
This article analyzes individualized pedagogical strategies in the educational context, focusing on their conceptual foundations, their materialization in teaching practice, and their contributions to the teaching and learning process in heterogeneous classes. The research was developed through a qualitative, descriptive approach, with bibliographic procedures, based on the analysis of recent scientific productions on personalized education, differentiation of teaching, adaptive learning, and the use of educational technologies. The results indicate that pedagogical individualization favors a closer alignment between planning, teacher mediation, and the real needs of students, promoting interventions more adjusted to different rhythms, profiles, and learning paths. It was found that such strategies can be expressed both in broader reorganizations of teaching and in adjustments made during the class, such as reformulation of explanations, adaptation of activities, diversification of paths, and expansion of pedagogical support. The study also shows that the effectiveness of these practices depends on teacher training, continuous observation of learning, and institutional conditions that support more flexible and responsive proposals. It is concluded that individualized pedagogical strategies represent a relevant path for improving pedagogical work and for building formative experiences that are more coherent with the diversity present in the school environment.
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References
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