Proceedings of the Quality Assurance in Higher Education International Conference (QAHE 2022)

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The Paradigm 3E of Supporting Each Student’s Learnings and Findings

In the Case of English Language Teacher Training at MNUE

Authors
Khulan Ojgoosh1, *, Bayarmaa Badrakhbayar2, Oyun-Erdene Baasan3
1Fundamental and Research Center for Education, School of Education Studies, Mongolian National University of Education, Ulaanbaatar, Mongolia
2Department of Research Methodology, School of Education Studies, Mongolian National University of Education, Ulaanbaatar, Mongolia
3Department of Didactics, School of Mathematics and Natural Science, Mongolian National University of Education, Ulaanbaatar, Mongolia
*Corresponding author. Email: khulan.o@msue.edu.mn
Corresponding Author
Khulan Ojgoosh
Available Online 24 December 2022.
DOI
10.2991/978-2-494069-41-1_22How to use a DOI?
Keywords
Readiness; Interest; Learning profile; Engagement; Effort; Earning
Abstract

This paper presents the findings of experiments on supporting students’ learning by differentiating content, processes, and products in response to the student's readiness, interest, and learning profile through classroom management. The results showed that differentiated instruction throughout the 3E paradigm of engagement, effort, and earning positively influenced student’s learning achievement. Every student has to engage and make an effort to learn; as a result, they may gain some knowledge. The three actions happen when the teaching and learning are compatible. Successful teaching depends on the teacher’s ability to differentiate instruction. This model proposes a ‘one size does not fit all’ methodology and classroom management, inviting students within the learning context to become engaged in the process. There are two critical questions to clarify this research of how to support learning, considering the differences between students, and will there be progress in education by considering the differences between students. Gardner’s multiple intelligences and Visual-Auditory-Kinesthetic styles are related to the individual learning differences. We developed assignments with choice for the students and observed why they chose and how they performed them. Their intention was suitable for their interest, learning style, and readiness level; their success was higher.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Quality Assurance in Higher Education International Conference (QAHE 2022)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
24 December 2022
ISBN
10.2991/978-2-494069-41-1_22
ISSN
2667-128X
DOI
10.2991/978-2-494069-41-1_22How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Khulan Ojgoosh
AU  - Bayarmaa Badrakhbayar
AU  - Oyun-Erdene  Baasan
PY  - 2022
DA  - 2022/12/24
TI  - The Paradigm 3E of Supporting Each Student’s Learnings and Findings
BT  - Proceedings of the Quality Assurance in Higher Education International Conference (QAHE 2022)
PB  - Atlantis Press
SP  - 194
EP  - 207
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-494069-41-1_22
DO  - 10.2991/978-2-494069-41-1_22
ID  - Ojgoosh2022
ER  -