An experimental study on implementing differentiated classroom management at mnue didactics classes

Mongolian educational reform’s most significant highlight has been the realization of the core concept of a student being “a subject that creates own knowledge”, not “an object or a tank to fill up with knowledge”. In alignment with this concept and as we renovate our education system, we look back to reflect as well as learn new concepts. Among them is realizing that a student is not just a “subject”, but “subject, unique on its own” and “a subject that creates its knowledge by its unique characteristics and differences”. This phenomenon is not only inherent to a new era, a new step, or a new wave of educational reformation of Mongolia, but just the beginning of a remarkable change to take place in the future. Our design and methodology followed the principle of the saying, “Look inside your home first before searching out from your neighbors”. Following this principle, we tried it at our home institution by offering sections of theory and experiment using differentiated instruction. This finding has led the thinking from the lowest to the highest administration of the educational system/ to correct the past mistakes and to begin implementation of differentiated teaching for the next generations adjusting to their unique characteristics. According to the findings, differentiated teaching has a positive impact on students’ learning and it increases their interests towards the lesson, and help develop 21st century skills.