WASHBACK AND DIFFERENTIATED INSTRUCTION EFFECT: EMBRACING PERSONALISED LEARNING IN EDUCATION 5.0

Abstract

Education 5.0 is the next generation of education, focusing on learning and connecting it to the learner. It emphasizes dynamic technology, personalized learning, creative thinking, and a value-based learning culture. Key pillars of Education 5.0 include a coherent curriculum, innovative delivery and assessment, meaningful learning experiences, and transformative learning. Students should be encouraged to play an active role in the classroom, transforming traditional learning scenarios into practical and applied knowledge. Washback, a phenomenon in applied linguistics, refers to the effect of testing on teaching and learning. Educators often want their students to succeed, but high test results often result in classroom instruction that reflects test procedures and standards. Differentiated Instruction (DI) is a student-centered approach that focuses on addressing individual needs and preferences. DI strategies include learning centers, group investigation, tiered products, interest groups, complex instruction, rubrics, learning contracts, and alternative assessment methods. The study aims to understand the impact of testing on teaching strategies and learning outcomes, focusing on differentiated instruction for diverse student needs. It explores personalized learning approaches, highlighting their potential to enhance the educational experience and foster creativity, critical thinking, and a value-based learning culture. This research uses a qualitative method, analyzing news elements in headline heading news, using David Williams' theory to prove this method.