Relevant bibliographies by topics / Designed for differentiated learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Designed for differentiated learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Designed for differentiated learning"

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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.
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Park, Jae, and Run Wen. "A comparative framework for culturally differentiated digital game-based learning." International Journal of Comparative Education and Development 18, no. 3 (2016): 138–49. http://dx.doi.org/10.1108/ijced-04-2016-0008.

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Purpose – The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL). Design/methodology/approach – Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview. Findings – The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control. Originality/value – This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.
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Dariyani, Nuriz, Leni Marlina*, Ida Sriyanti, Sudirman Sudirman, and Meilinda Meilinda. "Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku." Jurnal IPA & Pembelajaran IPA 6, no. 3 (2022): 246–56. http://dx.doi.org/10.24815/jipi.v6i3.25704.

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Learning with a new paradigm is designed based on the principle of differentiated learning so that each student learns according to their needs and stage of development. This study aims to obtain an overview of the trends in the learning styles of students at public senior high school 1 Semendawai Suku III East Oku. These results are intended for initial assessment in preparing differentiated teaching modules that will be used in differentiated learning. This research is a qualitative descriptive study. The method used is a survey using a learning style questionnaire developed by chislett and chapman. The survey results were then analyzed and grouped by researchers according to the characteristics of students' learning styles, namely visual, auditory, and kinesthetic learning styles. The sample used is class x as much as one class, this class is a model to find out how learning styles can be found in other classes. Based on the results of the study, it was found that every student has a tendency to learn styles, be it visual, audio, or kinesthetic. From the analysis of the learning styles of students at public senior high school 1 semendawai Suku, east oku, the results showed that the tendency of students' learning styles was audio by 46%, visual learning styles by 39%, and kinesthetic learning styles by 15%. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles
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Hidayati, Fina Hanifa. "Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development." International Journal on Teaching and Learning Mathematics 3, no. 1 (2020): 37–45. http://dx.doi.org/10.18860/ijtlm.v3i1.9699.

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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.
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Oancea, Romana, Vlad-Andrei Barsan, and Iulian Bouleanu. "Adaptivity in E-Learning Systems." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 3 (2018): 66–69. http://dx.doi.org/10.1515/kbo-2018-0138.

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Abstract The differentiated designing of lessons from the virtual environment can have beneficial effects on the student. In order to achieve the objectives proposed in the course, the content should not only meet the student’s expectations but must be designed adaptively according to the defining elements of each learner. Adaptability in content is an essential factor in maintaining motivation, involving the student, and engaging him/her in the study. The paper analyses approaches for the adaptive building of content by identifying the elements that can influence the achievement of the objectives - motivation, expectation, learner’s style, a priori knowledge
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Kamarulzaman, Mohd Hasrul, Mohd Fadzil Kamarudin, Mohd Saifun Aznin Mohd Sharif, Muhammad Zaim Esrati, Muhammad Zaim Esrati, and Rorlinda Yusof. "Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students." Journal of Education and e-Learning Research 9, no. 4 (2022): 269–77. http://dx.doi.org/10.20448/jeelr.v9i4.4253.

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The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a mathematics test was devised to assess students' mathematical thinking process. The study included 400 students who were identified as gifted and talented students; the data were analyzed using the SPSS software. The results suggest that statistically differentiated instruction has a significant effect on gifted and talented students' mathematical thinking processes. However, additional research is needed to discover which activities directly impact students' mathematical thinking processes positively and which should be avoided.
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Esteban, Luis García, Francisco García Fernández, Paloma de Palacios de Palacios, Ruth Moreno Romero, and Nieves Navarro Cano. "Artificial Neural Networks in Wood Identification: The Case of two Juniperus Species from the Canary Islands." IAWA Journal 30, no. 1 (2009): 87–94. http://dx.doi.org/10.1163/22941932-90000206.

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Neural networks are complex mathematical structures inspired on biological neural networks, capable of learning from examples (training group) and extrapolating knowledge to an unknown sample (testing group). The similarity of wood structure in many species, particularly in the case of conifers, means that they cannot be differentiated using traditional methods. The use of neural networks can be an effective tool for identifying similar species with a high percentage of accuracy. This predictive method was used to differentiate Juniperus cedrus and J. phoenicea var. canariensis, both from the Canary Islands. The anatomical features of their wood are so similar that it is not possible to differentiate them using traditional methods. An artificial neural network was used to determine if this method could differentiate the two species with a high degree of probability through the biometry of their anatomy. To achieve the differentiation, a feedforward multilayer percepton network was designed, which attained 98.6% success in the training group and 92.0% success in the testing or unknown group. The proposed neural network is satisfactory for the desired purpose and enables J. cedrus and J. phoenicea var. canariensis to be differentiated with a 92% probability.
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Palieraki, Stefania, and Konstantina Koutrouba*. "Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education." European Journal of Educational Research 10, no. 3 (2021): 1487–504. http://dx.doi.org/10.12973/eu-jer.10.3.1487.

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<p style="text-align: justify;">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.</p>
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Prasetyo, Rudi, and Oktaviani Adhi Suciptaningsih. "PENERAPAN TEORI BELAJAR HUMANISTIK PADA PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR." JURNAL ILMIAH GLOBAL EDUCATION 3, no. 2 (2022): 233–37. http://dx.doi.org/10.55681/jige.v3i2.398.

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This study aims to describe the application of humanistic learning theory through differentiation learning in elementary schools. The method used in this study is the literature review method where the data comes from various sources of articles in electronic journals. The data collection technique used in this research is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that differentiated learning is learning designed by the teacher to facilitate students in building their knowledge in the process of changing behavior that embodies the diversity of characteristics, interests, motivations of students. Humanistic learning theory is a theory that helps students to enjoy learning about subject matter. Humanistic learning theory can be used to implement differentiated learning in elementary schools. Humanistic learning theory emphasizes the activities of guiding, developing and directing the basic potential of students both in terms of cognitive, affective and psychomotor
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Firiady, Maryska. "COMMUNICATIVE LANGUAGE TEACHING THROUGH SPEAKING ACTIVITIES DESIGNED IN A TEXTBOOK." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (2018): 104–13. http://dx.doi.org/10.24071/llt.v21i1.708.

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Abstract In pursuing the alignment between the goal of communication purpose and communicative approach, six new textbooks were designed to facilitate teaching-learning activities in Center of English for International Communication (CEIC) at Language Institute. Only an impressionistic overview was conducted as a pre-use evaluation due to limitation of time and resources. Thus, the writer attempted to do an in-depth pre-use evaluation of the recently revised textbook. This research aimed at investigating the activity variations and types of Communicative Language Teaching (CLT) activities presented in the revised textbook used for teaching Level 1 students. The speaking activities in the textbook were analyzed using Littlewoods (1981) theoretical framework on suggested communicative activities. The results showed that the textbook has various learning activities accommodating CLT activities, pre-communicative activities, structural activities, listening activities, vocabulary building activities, and reading activities. The CLT activities found in the textbook were differentiated between functional communication and social interaction activities. Functional communication activities specifically sharing information with restricted cooperation, in the form of class surveys and information gaps were dominant compared to other activities.DOI: doi.org/10.24071/llt.2018.210111
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Dissertations / Theses on the topic "Designed for differentiated learning"

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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

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Hensley, Nikki. "Teacher Perceptions of Blended Learning to Support 21st Century Learners." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3821.

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The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners.
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Hamman, Liezel Dina. "Exploring differentiated teaching in a Grade 4 classroom." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86364.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Societies are becoming more diverse and multicultural. Therefore both in South Africa and internationally, the education system must constantly be restructured to accommodate a diversity of learners; focusing on each learner’s unique learning abilities and needs. Given the benefits of differentiated teaching for effective learning, this study aimed to explore the use of differentiated teaching strategies and procedures to improve my teaching practice. Consequently, it also aimed to explore the influence that this may have on supporting the learners’ learning by focusing on their interests, readiness levels and learning preferences. This research study was based on a social constructivist perspective that views cognition, learning and instruction as intertwined. The study was embedded within a paradigm of praxis, with an action research as research design while a qualitative research methodology was employed. Purposeful sampling was used to select nine of my grade 4 learners to act as participants for the grade 4 class. Data was collected in the form of reflective drawings, a focus-group interview and accompanied activities, and a research journal. Furthermore, the data was analysed, using a thematic analysis coding scheme, to identify and interpret significant themes. The research findings indicated that the differentiated teaching strategies and procedures enhanced my grade 4 learners’ learning as they realised their own strong points and learning potential. The teaching strategies also demonstrated the potential to facilitate the development of my learners’ knowledge of their own interests and learning preferences and allowed them the incentive to develop a sense of self efficacy. In addition to this, the research process demonstrated the ability to support me in fulfilling my role as primary supporter in the learning support network and enhance my teaching practice. The information gained from this study will be used to inform my future teaching practice. I now realise the value of employing differentiated teaching strategies and procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes may benefit from the information gained from this research study, for improving teaching practice. Findings attained from this study also have the potential to inform future cycles of action research or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Die samelewing raak gaandeweg meer divers en multikultureel. Die onderwysstelsel, beide in Suid-Afrika en internasionaal, moet daarom voortdurend geherstruktureer word om te verseker dat die diversiteit van leerders geakkomodeer word deur te fokus op elke leerders se unieke leervermoëns en -behoeftes. Gegewe die bewese voordele van gedifferernsieërde onderrig, het hierdie navorsingstudie gepoog om die gebruik van gedifferensieerde onderrigprosedures en strategieë vir die verbetering van my onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed wat gedifferensieerde onderrigprosedures op die ondersteuning van my leerders se leerproses het, na te vors deur te fokus op hulle belangstellings, gereedheidsvlakke en leervoorkeure. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat kognisie, leer en onderrig as geïntegreerd beskou. Die studie het van ʼn kwalitatiewe navorsingsmetodologie gebruik gemaak en is binne 'n paradigma van praksis (‘praxis’) ingebed, met aksienavorsing as navorsingsontwerp. Doelgerigte steekproefneming is gebruik om nege van my graad 4 leerders te kies om as deelnemers namens die graad 4-klas op te tree. Data is in die vorm van leerders se reflektiewe tekeninge, 'n fokusgroep-onderhoud met bygaande aktiwiteite, en 'n navorsingsjoernaal ingesamel. Verder is die data met behulp van 'n tematiese koderingskema geanaliseer om belangrike temas te identifiseer en te interpreteer. Die navorsing het aangedui dat die gedifferensieerde onderrigprosedures en strategieë wat gebruik is, my graad 4-leerders se leerproses versterk het, aangesien hulle bewus geraak het van hulle eie sterkpunte en leerpotensiaal. Die onderrigstrategieë het ook die potensiaal getoon om die leerders se bewustheid van hulle eie belangstellings en leervoorkeure te ontwikkel, en hulle is ook toegelaat om ʼn sin van bekwaamheid te ontwikkel. Benewens hierdie aspekte, het die navorsing ook getoon hoe gedifferensieerde onderrigprosedures my kan ondersteun om my rol as primêre hulpverlener in die leerondersteuningsnetwerk te vervul en my onderrigpraktyk te verbeter. Die inligting wat met die navorsing verkry is, sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om gedifferensieerde onderrigprosedures in my lesse te gebruik, asook die belangrikheid van refleksie op my onderrigproses en die inagneming van die uniekheid van elke leerder in my klas. Onderwysopleidingsinstellings kan die inligting deur hierdie navorsing verkry gebruik vir die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, kan die inligting ook toekomstige siklusse van aksienavorsing toelig en met vrug vir verdere navorsing in die veld gebruik word.
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Bush, Mary Amber. "Differentiated Educational Strategies in the Elementary Art Classroom." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1640.

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Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.

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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.

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Carr-White, Nicola. "Towards an evidence-informed differentiated learning consolidation process to support classroom instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2421.

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Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to identify the theoretical components of the DLCP and determine if and how they could be aligned with evidence informed research. A simplified realist review was employed as it provided the opportunity to triangulate theory, the researcher’s contextual experience, and the investigation of the DLCP instructional design. The study determined that the DLCP was situated within the field of cognitive psychology, aligning with cognitive load theory and the new theory of disuse. Within the context of the DLCP, spaced practice, retrieval practice, interleaved practice and strategies associated with metacognitive development were investigated to identify maintenance or modification of the instructional design. The findings of this analysis may support teachers to differentiate and consolidate classroom instruction. Additionally, the DLCP may hold potential as an instrument for classroom-based research on variables related to its theoretical constructs.
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Walker, Gabrielle Mary. "Exploring a designed liminality framework: Learning to create future-orientated knowledge." Thesis, Walker, Gabrielle Mary (2019) Exploring a designed liminality framework: Learning to create future-orientated knowledge. Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53717/.

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The anthropological theory of liminality is increasingly entering discussions surrounding complexity in contemporary organisations, although conversation continues to be shrouded in anthropological intellectualism and scholarly debate. Liminality is represented by a three-tiered liminal framework and is an intense iterative change process documenting people’s movement from a state of relative structure to a new state of development. Despite incremental movements towards a practice-orientated discussion, liminality is not currently readily translatable from its anthropological origins to meet organisational needs. Indeed, research remains focused on discrete aspects of the liminal concept and debates focus on precise definitions, rather than how best to establish or facilitate a safe and relevant contemporary liminal experience. This research collates, synthesises and articulates the parameters of a practice-based liminal framework. Scenario planning was identified as a reliable crucible for a pursuit of a practice-based liminal framework, as an established collaborative strategic planning practice with many real-life facilitator accounts of transformative outcomes in businesses. When practiced with the purpose of challenging mindsets, scenario planning facilitators purposefully curate different worldviews. A high degree of turbulence is intentionally provoked to challenge and catalyse cognitive change for groups creating multiple potential futures in foresight spaces. Despite similarities between scenario planning and liminality, the differences in scholarship, research approach, and rhetoric necessitated that this research occurs at a mid-point between organisational studies and the social sciences. The overarching guiding research question was: What are the foundations of a practice-based framework for liminal spaces? This question was addressed using an empirical concept analysis approach that drew on extant literature and data from a scenario-informed strategic planning consultancy project undertaken with top management at a nation-wide health care organisation in Australia. Findings showed that the organisation had pre-existing attributes and a successful designed liminal space was already primed. The organisation has a history of longitudinal strategising, apt risk-taking, and an ability to respectfully engage in difficult and raw conversations. The data also identified how tacit signals from the CEO supported the devolving of his “power” to support the emergence of liminal space. Additionally, internal liminal supporters acted as intermediators supporting the client organisation and consultants, an important component in this contemporary example. This study contributes to the theory-practice discussion and draws attention to the role of the facilitator and the psycho-social nuances required across a liminal transition. A five-phased designed liminal framework demonstrates how facilitators undertake role changes throughout a project in response to the different cognitive demands from individuals. Facilitators require a range of versatile psycho-social competences to meet individual needs and evoking, challenging, holding and/or enhancing constructive debate in groups requires different competences. This research contributes to wider debates on liminality practice, tools and competences for facilitators (non-liminars). The findings offer many foundations to future research that will focus on the cognitive needs of creating unique knowledge, and the liminal experience. The framework speaks directly to facilitators who guide groups to create future-orientated knowledge within business contexts. This research translates to other professional environments where relationships and up-levelling play a role, such as, education, coaching and mentoring.
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Letizia, Elizabeth. "Will differentiated learning centers result in improved literacy skills in the kindergarten classroom? /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Sabb-Cordes, Morelisa Lakisha. "Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2271.

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Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face-to-face instruction, and benefits and limitations of a computer-based approach. The study was a single case study design, with qualitative data from 10 participants; the tools included an attitudinal questionnaire, focus groups, and interviews. Data sources were triangulated and analyzed for emergent themes. The results showed that teachers perceived differentiation as a positive approach to meeting students' needs with a preference for a face-to-face approach because it provided direct contact with the student, but computer-based approach had an advantage in compiling data. The teachers faced challenges using face-to-face instruction, including time management, planning, administrative support, and lack of professional development opportunities. The challenges led to a recommendation for professional development. This study supports positive social change in that educators may apply the results to their efforts to develop student skills in reading, fluency, and comprehension, thus increasing students' opportunities for success and productivity in society.
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Books on the topic "Designed for differentiated learning"

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1949-, Kuhne Gary William, and Frey Barbara A, eds. Distinctive distance learning education design: Models for differentiated instruction. Information Science Reference, 2010.

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David, Lambert. Differentiated learning. Institute of Education, University of London, 1994.

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Multiple intelligences for differentiated learning. Corwin Press, 2002.

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Derrington, Mary Lynne, and Jim Brandon, eds. Differentiated Teacher Evaluation and Professional Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16454-6.

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Council on Library and Information Resources., ed. Libraries designed for learning. Council on Library and Information Resources, 2003.

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Bennett, Scott. Libraries designed for learning. Council on Library and Information Resources, 2003.

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Kathryn, Sever, ed. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Book chapters on the topic "Designed for differentiated learning"

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Arvanitis, Eugenia, and Chryssi Vitsilaki. "Collaborative Professional Learning and Differentiated Teacher Practice: Learning by Design in Greece." In A Pedagogy of Multiliteracies. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724_3.

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Kuhlenbäumer, Francoise, Philipp Przybysz, Susanne Mütze-Niewöhner, and Christopher Marc Schlick. "Age-Differentiated Analysis of the Influence of Task Descriptions on Learning Sensorimotor Tasks." In Advances in Ergonomic Design of Systems, Products and Processes. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53305-5_12.

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Johnsen, Susan K., Gail R. Ryser, and Susan G. Assouline. "Differentiated Learning Experiences." In A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003232636-4.

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Adams, Cheryll M., Alicia Cotabish, and Debbie Dailey. "Differentiated Learning Experiences." In A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238522-3.

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Holtskog, Halvor, Elias G. Carayannis, Aris Kaloudis, and Geir Ringen. "Organizational Culture: The Differentiated Perspective." In Learning Factories. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41887-2_4.

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Roberts, Julia L., and Tracy F. Inman. "Products: Making Learning Real." In Assessing Differentiated Student Products, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233091-2.

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Jarvis, Jane M. "Preparing and Sustaining Differentiated Learning Environments." In Methods & Materials for Teaching the Gifted, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-16.

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Chowdhary, Cat. "Differentiated learning objectives and SOLO Taxonomy." In So... What Does an Outstanding Teacher Do? Routledge, 2023. http://dx.doi.org/10.4324/9781003264453-2.

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Beninghof, Anne M. "Planning Step 1: Clarifying the Learning Target." In Specially Designed Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003108580-7.

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Baum, Susan M., Robin M. Schader, and Steven V. Owen. "Creating a Strength-Based, Dually Differentiated Classroom." In To Be Gifted & Learning Disabled, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003236160-16.

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Conference papers on the topic "Designed for differentiated learning"

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Al Qadoori, Osamah M. "Design a framework for intelligent differentiated tutoring system." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606012.

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Saade, Raafat, and Qiong Huang. "Prototyping a Learning Management System for Higher Education." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3213.

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This document presents a five year development initiative that sought to implement a learning management system clearly differentiated from the CMS domain. The present article reports on our research work showing our effort towards a design of a true learning management system which entails pedagogical strategies embedded into the system design and the online learning environment. This is characterized by its highly interactive and collaborative learning tools. The ability of the system to measure student effort and performance via the summation of the learning objects usage clearly differentiate the concept of true online learning from the traditional distance learning via content management systems. Results from student usage of the learning management system provide some insight into learning, performance and behavior in online learning. Due to limitations only three learning objects were briefly analyzed to demonstrate their value to learning specifically and to the value of the system in general.
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Hayati, Azizah, Subuh Anggoro, and Firdaus Azizah. "Development and Validation Design of Differentiated Instruction Based Learning Style of Fifth Grade Science Learning." In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-7-2021.2312781.

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Ronny, Ronny, Dede Ruslan, and Anita Yus. "Development of Environmental-Based Differentiated Learning Designs to Improve Student Learning Outcomes at Elementary Schools Kecamatan Palipi Kabupaten Samosir." In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324693.

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Guo, Ting, Xingquan Zhu, Yang Wang, and Fang Chen. "Discriminative Sample Generation for Deep Imbalanced Learning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/334.

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In this paper, we propose a discriminative variational autoencoder (DVAE) to assist deep learning from data with imbalanced class distributions. DVAE is designed to alleviate the class imbalance by explicitly learning class boundaries between training samples, and uses learned class boundaries to guide the feature learning and sample generation. To learn class boundaries, DVAE learns a latent two-component mixture distributor, conditioned by the class labels, so the latent features can help differentiate minority class vs. majority class samples. In order to balance the training data for deep learning to emphasize on the minority class, we combine DVAE and generative adversarial networks (GAN) to form a unified model, DVAAN, which generates synthetic instances close to the class boundaries as training data to learn latent features and update the model. Experiments and comparisons confirm that DVAAN significantly alleviates the class imbalance and delivers accurate models for deep learning from imbalanced data.
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Low, Yvonne, Aisyamariam Abdul Uzza, Analisa Hamdan, and Abtar Darshan Singh. "Personalized Experiential Learning Using Virtual Reality to Enhance Imagination and Emotional Connectivity in Skills-Based Courses." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9345.

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Experiential learning is a philosophy and methodology in which educators plan to engage learners purposefully in direct experience and focused reflection to develop skills and knowledge, clarify values, and apply prior learning experiences. In other words, experiential learning is an instructor’s careful arrangement of a specific, interactive learning experience for students where they can develop their understanding and discover new knowledge. In this respect, different learning technologies can be used to ensure that skills-based content achieves the goals and learning outcomes, most of which are competency-based. Virtual reality is one such emerging technology which can enable learners to experience and be immersed in virtual learning environments which takes them out of the “window”. In a virtual learning environment, learners get to manoeuvre learning artifacts and manipulate the perspective plane to their prior learning experiences vis-à-vis the achievement of outcomes stated in the curriculum. This paper aims to provide answers to the research question: Could virtual learning designs enable personalized experiential learning to enhance imagination and emotional connectivity in skills-based courses in the new normal. As a result of the Covid-19 pandemic, many differentiated learning environments have been initiated such as ODL, blended and hybrid learning. In all these new initiatives, learners are still placed within the “4-walled classroom atmosphere” where learning is “confined to small, crowded, and neat spaces”. The researcher has observed that this has led to limited imagination, lack of emotional connection and has demotivated learners, resulting in poor quality products, especially in a skills-based learning environment. These observations are also supported by Latchem (2017) in an edited book ‘Using ICTs and Blended Learning in Transforming TVET’ which states that the common problem of distance learners is having limited contact with educators and their peers. According to Fleming (2021), advanced technology such as VR will ensure immense personal engagement and participation in a 21st century classroom as learning will involve artificially digitized content that resembles real life situations.
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Pop, Cristina-Florina. "LEARNING SCIENCE-BASED DIFFERENTIATED INQUIRY." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2546.

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Adams, Andrea, and Anthony Mazza. "The Impact of COVID-19 Restrictions on Internship Processes." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.1.

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Researchers in different disciplines worldwide have documented the direct impacts of the COVID-19 virus (COVID). Along with the direct effects, the impact of COVID restrictions has changed how students use traditional career readiness programs. Moreover, COVID restrictions act as a "career shock" for student job-seekers. Career shocks are extremely disruptive events that cause individuals to rethink career choices and reflect on their career plans. The global implementation of COVID restrictions has arguably created a "universal" career shock beyond the career shock theory's original foci. Expanding the career shock analysis to include universal disruptions requires a reevaluation of job-seeking methods and opportunities. As a part of rethinking job search methodology through a career shock theoretical lens, this paper focuses on how academic program professors and career center personnel collaborate to support job-seeking students. This research initiated an educational innovation due to the decline in internship availability impacting external interview placement. A non-placement pilot will assist students in completing traditional internship requirements while providing an in-class experiential learning opportunity. This Pilot Course was created as a direct response to the Federal Workforce Development Strategy announced in November 2020. It will use the success factors of adding a non-placement Work-Integrated-Learning (WIL) opportunity within the Practicum course and employ an androgogical, "Differentiated Instruction" design. The study concludes by discussing the future implications of practicum-based internships.
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Aljowaysir, Nouf, Tuba Ozkan Ozdemir, and Taeyeon Kim. "Differentiated Learning Patterns with Mixed Reality." In 2019 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2019. http://dx.doi.org/10.1109/gem.2019.8811558.

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Shen, Zheyan, Peng Cui, Jiashuo Liu, Tong Zhang, Bo Li, and Zhitang Chen. "Stable Learning via Differentiated Variable Decorrelation." In KDD '20: The 26th ACM SIGKDD Conference on Knowledge Discovery and Data Mining. ACM, 2020. http://dx.doi.org/10.1145/3394486.3403269.

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Reports on the topic "Designed for differentiated learning"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5488.

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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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