교육평등 실현을 위한 다문화 교육에서의 차별화 수업

The purpose of this paper is to study differentiated instruction as a teaching strategy of an equity pedagogy, an important sub-component of multicultural education and equity in the education and to recommand differentiated learning strategy in the social studies classroom. As our society is getting diversified, schools become filled with a new diverse factors; students from multicultural family, children with special needs, and students out of North Korea. They are one of minority groups and are apt to experience failure at school because of unequal structure of schools. Multicultural education refers to a process of comprehensive school reform and basic education for all students, and equity pedagogy is an important level of multicultural education in that focus on developing all students' potential. Differentiated instruction, as an good strategy of an equity pedagogy, can occur within one or more of the following classroom elements: content, process, and product. Instruction can be further differentiated based on three students' characteristics of readiness, interest, and learning profile. Differentiated instruction includes the idea of equity in the following section; equity in the learning process, equity in the learning output, and learning participation chance.