Relevant bibliographies by topics / Using Differentiated Instruction

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

Academic literature on the topic 'Using Differentiated Instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Using Differentiated Instruction"

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Al-Shehri, Mohammad Salih. "Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.

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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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Bogan, Barry, and Joanna Simpson. "Using the Common Core." International Journal for Innovation Education and Research 2, no. 2 (February 28, 2014): 68–74. http://dx.doi.org/10.31686/ijier.vol2.iss2.147.

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The two authors of this manuscript are professors at a university in Georgia, and work closely with preservice and in-service teachers. In addition to teaching courses on literacy, the authors also offer professional development opportunities to schools around the state on how to properly differentiate instruction. What we have noticed is that many teachers at the middle grade level (4th – 8th grades) struggle with differentiated instruction, even more so, than their elementary counterparts. Part of this struggle is because the teachers simply never learned how to do this properly. Part of this is because they have many more students than their elementary colleagues,and are overwhelmed by the thought of individualizing lessons for 150 students. This paper seeks to propose a model that is seeing success with middle grades teachers in Georgia. There is a chance that this model, which is actually a lesson plan format, will be helpful to other teachers who are looking to differentiate instruction in their classrooms.
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Kotob, Mazen, and Doha Arnouss. "Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten." International Journal of Contemporary Education 2, no. 2 (August 26, 2019): 61. http://dx.doi.org/10.11114/ijce.v2i2.4479.

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Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.
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Al-rsa’i, Mohammed S., and Mohammed F. Shugairat. "Technology Driven Differentiated Instruction in Science Teaching." International Journal of Education 11, no. 2 (April 21, 2019): 15. http://dx.doi.org/10.5296/ije.v11i2.14700.

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This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.
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Maeng, Jennifer L. "Using Technology to Facilitate Differentiated High School Science Instruction." Research in Science Education 47, no. 5 (September 19, 2016): 1075–99. http://dx.doi.org/10.1007/s11165-016-9546-6.

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Aldossari, Ali Tared. "The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia." International Education Studies 11, no. 4 (March 29, 2018): 74. http://dx.doi.org/10.5539/ies.v11n4p74.

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The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was distributed to 275 male and female teachers in Dammam city, after having verified its validity and stability,The results indicate that the degree of the challenge of using the differentiated instruction strategy was medium overall. The challenges related to students were ranked first, followed by challenges related to the school environment, then the nature of the differentiated instruction, challenges related to teachers, and, finally, challenges related to study courses.However, the results were not statistically significant for the variable of the educational stage (primary, intermediate, and secondary), although there were significant differences for the gender variable in favour of males.The study recommends creating a school environment that supports the use of a differentiated instruction strategy and holding workshops for teachers to train them in differentiated instruction activities.
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Mahoney, Jamie, and Carol Hall. "Using technology to differentiate and accommodate students with disabilities." E-Learning and Digital Media 14, no. 5 (September 2017): 291–303. http://dx.doi.org/10.1177/2042753017751517.

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Improving the abilities of students with disabilities is a difficult task. Students with disabilities strive to be successful academically in the content areas of reading, writing, and mathematical concepts. Teachers can use technology to individualize and differentiate instruction for students who need the assistance and support. Vocaroo, Quick Response codes, Plickers, Screencast-O-Matic, Padlet, Storybird, Bookshare, Bubbl.us, Kahoot, and Newsela are differentiated technological instructional tools available for teachers to use to assist students with disabilities in multiple areas of learning difficulty. Vocaroo and Quick Response codes provide reading alternatives, interactivity, and engaging options. Plickers and Kahoot are assessment tools. Screencast-O-Matic digitally videos the lesson for student review at later times. Storybird, Bookshare, and Newsela are online, leveled reading options. Padlet helps students create and collaborate to demonstrate their knowledge in an alternative manner. Bubbl.us is an online mapping tool. Using these technological tools to accommodate and differentiate instructional lessons provides students with 21st-century skills as well as addresses the process, product, and pace of differentiation basics.
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Maulana, Ridwan, Annemieke Smale-Jacobse, Michelle Helms-Lorenz, Seyeoung Chun, and Okhwa Lee. "Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level." European Journal of Psychology of Education 35, no. 4 (November 4, 2019): 881–909. http://dx.doi.org/10.1007/s10212-019-00446-4.

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Abstract Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.
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O. A. Awofala, Adeneye, and Abisola O. Lawani. "Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 1. http://dx.doi.org/10.31258/jes.4.1.p.1-19.

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This study examined the effect of differentiated instruction on senior secondary school students’ achievement in mathematics in Nigeria within the blueprint of the pre-test, post-test non-equivalent control group quasi-experimental research design. The sample comprised 220 students in which three research questions and three null hypotheses guided the study. The experimental group was taught with the differentiated instruction while the control group received instruction with the conventional teaching method for eight weeks. Three valid and reliable instruments, Mathematics Achievement Test (KR-20=0.89), Felder-Soloman Index of Learning Styles (Cronbach α=0.92), and McKenzie Multiple Intelligences Inventory (Cronbach α=0.90), were used for data collection. Results revealed that students in the differentiated instruction group performed significantly better than students in the conventional teaching method group. Also, male students performed slightly better than female students with differentiated instruction, although no significant difference existed between the achievement of male and female students taught mathematics using differentiated instruction. There was no significant main effect of gender on students’ achievement in mathematics. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. The differentiated instruction made lesson more fascinating, stress-free and created co-operation among students. It was thus, recommended that differentiated instruction be adopted by mathematics teachers in teaching mathematics at the senior secondary school level in Nigeria.
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Sahril, Sahril, Auliyanti S. N, and Muh Safar Nur. "The Impact of Differentiated Instruction on Students’ Performance in Critical Reading." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 275. http://dx.doi.org/10.26858/eralingua.v5i1.18937.

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Abstract. This research shows the importance of reading in various settings in critical reading learning. This research involves a study to improve two classes' experience and two students of Universitas Negeri Makassar in their critical reading class about their reading level during one semester by implementing a differentiated instruction model. The results showed a positive effect that differentiated instruction in critical reading learning on students' reading interest and reading level. Differentiated Instruction learning model by chances for students having an in-depth view of the target language, learning to look at their abilities in new ways, increasing their self-confidence, and using English to communicate and achieve authentic communication as an EFL learning goal. It is assumed that most participants see the Differentiated Instruction learning model as an effective means of facilitating communication and understanding in Critical Reading lecture.Keywords: Critical Reading, Differentiated Instruction Model
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Dissertations / Theses on the topic "Using Differentiated Instruction"

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Bettin, Brittany A. "Observing the Use of Differentiated Instruction in a Second Grade Classroom at A Charter School." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277126358.

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Henning, Bianka. "Using dynamic assessment to guide differentiated instruction of reading comprehension." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/56933.

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Many school going learners in South African schools face a daily challenge of reading and comprehending texts written in English their first additional language (AL1). Learners need to develop their basic interpersonal communication skills and cognitive academic language proficiency to make sense of that which they are reading. Many South African learners lack basic comprehension skills and in general have low literacy rates. If learners master basic reading comprehension skills they could possibly overcome many of the challenges they face. However all learners have unique learning needs, making it imperative to differentiate the instruction of reading comprehension. For this reason the study looked at the use of dynamic assessment to guide the differentiated instruction of reading comprehension skills. The research was qualitative, conducted within a combination of constructivist, social-constructionist and social-constructivist paradigmatic perspectives. The study took the form of a case study at a predominantly Afrikaans school in a small town in South Africa. The Grade 7 learners were grouped into four bands according to their average reading comprehension performance. By means of a combination of convenience, purposive and random sampling strategies, sixteen participants were selected from the different bands. Observations, participants answer sheets, individual discussions and a researcher s journal were used as data collection strategies. Three reading comprehension tasks focusing on different text types were administered to all the classes. From the results obtained from the first and second tasks lessons on basic reading comprehension strategies were designed and presented in class. The participants received mediation additionally during individual discussions subsequent to the first two reading comprehension tasks. During the process of data analysis both a priori and emerging codes were utilised and combined to form five overall themes for further analysis, namely Vocabulary, Background knowledge, Knowledge of text organization, the Assessment experience and Principles of the zone of proximal development. The findings revealed that five dynamic assessment strategies could possibly be successfully utilised in the Grade 7 classroom to inform the differentiated instruction of reading comprehension skills: 1) Dialogue between teachers and learners; 2) The careful construction of questions in an attempt to prevent the assessment instrument in itself from becoming a barrier to learning; 3) Phrasing questions in such a way that they guide learners to specific parts of text where answers can be found; 4) Including word explanations in the assessment instrument; and 5) Referring learners who lack basic reading skills for appropriate remedial programmes.
In Suid-Afrika ervaar heelwat skoolgaande leerders `n daaglikse uitdaging om tekste in Engels hulle eerste addisionele taal (AT1) - te lees met begrip. Indien leerders leesmateriaal met genoegsame begrip wil lees, moet hulle basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese taalvaardigheid ontwikkel word. Baie Suid-Afrikaanse leerders se basiese leesbegripvaardighede is ontoereikend en verder toon baie leerders ook in die algemeen `n lae geletterdheidsvlak. Baie van die uitdagings wat leerders ervaar kan moontlik oorbrug word indien hulle basiese leesbegripvaardighede bemeester. Tog het alle leerders unieke leerbehoeftes en juis daarom is dit noodsaaklik om die onderrig van leesbegripvaardighede te differensieer. Juis daarom het die studie gefokus op die gebruik van dinamiese assessering om die gedifferensieerde onderrig van leesbegripvaardighede te rig. Die navorsing was kwalitatief en uitgevoer binne `n kombinasie van konstruktivistiese, sosiale- konstruktionistiese en sosiale-konstruktivistiese paradigmatiese raamwerke. Die studie het die vorm van `n gevallestudie by `n oorwegend Afrikaanse skool in `n klein dorpie in Suid-Afrika aangeneem. Die Graad 7 leerders was volgens hulle gemiddelde leesbegrip prestasie in vier verskillende groepe verdeel. Deur middel van `n kombinasie van gerieflikheids-, doelmatige-, en ewekansige steekproefopnames is sestien deelnemers geselekteer uit die verskillende groepe. Observasies, deelnemers se antwoordblaaie, individuele gesprekke en `n navorsersjoernaal is gebruik as data-insamelingstegnieke. Drie leesbegripopdragte, wat elk gefokus het op `n ander tipe teks, is toegepas in al die Graad 7 klasse. Die resultate verkry van die eerste en tweede leesbegripopdragte is aangewend om lesse saam te stel wat ten doel gehad het om basiese leesbegrip-vaardighede te onderrig. Die deelnemers het verder ook addisionele mediëring ontvang gedurende individuele gesprekke wat op die eerste twee leesbegripopdragte gevolg het. Gedurende die proses van data-analise is beide a priori kodering en kodes wat vanuit die data na vore gekom het gebruik en gekombineer om vyf finale temas vir verdere analise te vorm, naamlik Woordeskat, Agtergrondkennis, Kennis van teksorganisasie, die Assesserings-ervaring en Prinsipes van die terrein van naasliggende ontwikkeling. Die bevindinge het getoon dat vyf dinamiese assesseringstrategieë moontlik suksesvol aangewend kan word in die Graad 7 klaskamer om besluite te neem in verband met die differensiasie van die onderrig van leesbegripvaardighede, naamlik 1) Dialoog tussen onderwysers en leerders; 2) Die versigtige bewoording van vrae, sodat die assesserings-instrument self nie `n leerhindernis word nie; 3) Die formulering van vrae op so `n wyse dat dit leerders lei na spesifieke dele in die teks waar die antwoorde gevind kan word; 4) Die insluiting van verduidelikings van woordeskat wat in die assesserings-instrument voorkom; en 5) Die verwysing van leerders wie se leesvermoë nie op standaard is nie na geskikte remediërende programme.
Dissertation (MEd)--University of Pretoria, 2015.
tm2016
Educational Psychology
MEd
Unrestricted
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Keith, Karin, and Renee Rice Moran. "Incorporating a Differentiated Word Study Approach: Using Words Their Way." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1003.

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Beauchaine, Vanessa Constance. "Differentiating Instruction to Close the Achievement Gap for Special Education Students Using Everyday Math." Thesis, Boston College, 2009. http://hdl.handle.net/2345/632.

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Thesis advisor: Robert J. Starratt
This case study examined teacher collaboration and teacher change while in the process of differentiating instruction in the area of mathematics in an elementary school. The project included a two-tier professional development opportunity for the staff. Professional development sessions focusing on specific mathematics skills were offered in lieu of traditional faculty meetings and thirteen, teacher volunteers in grades K-3 participated in bi-monthly study groups. The study describes the journey of the thirteen teachers as they identified successful strategies for differentiating instruction to meet the needs of all learners. The study explored how job-embedded professional development offered teachers the resources and support to meet together during the school day to engage in dialogue about their students' progress, difficulties encountered when teaching specific concepts and skills, and proactively planning in order to differentiate instruction effectively. The study focused on collaboration as a method for learning together in an adult learning environment and improving current teacher practices. The research was qualitative with the school principal as both researcher and participant-observer of the study. Data instruments used for the participants involved in this study were pre- and post-implementation surveys of the entire staff, semi-structured interviews of the thirteen teacher volunteers, observations of meetings, teachers' reflective journals, and field notes. Findings indicated that there was an increase in the teachers' use of differentiated instruction in the area of math. While teachers most often differentiated lessons by ability, teachers experimented with differentiating by interest as well as addressing the students' varying learning styles. In addition, teachers found that the embedded study groups were valuable in helping them to collaborate with their peers and improve their practice in teaching mathematics to all learners. In a profession where continual renewal is necessary, it is essential for educators to be provided with adequate time to review current practices, reflect on the strategies that are most successful, and refine their craft in order to provide opportunities that will maximize student thinking and learning
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Hayes, Kristi Lynn. "Effects of Professional Development on Using Differentiated Instruction with Gifted and Talented Students in the Library Media Center." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1116.

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Library media specialists (LMSs) have a unique position within a school, which is the opportunity to reach out to every student, especially to gifted and talented students who can benefit from having more advocates within their learning communities. Collaborating with other education professionals is beneficial to all students and many library media specialists already make this a normal part of their job responsibilities. The LMSs who are participants of Project CATALYST (Collaboration among Teachers and Librarians Yields Successful Teaching) are required to collaborate with classroom teachers in order to provide more enriching opportunities for students when they come to the library media center. So, the purpose of this project was to introduce gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students to LMSs participating in Project CATALYST grant through the Ohio Valley Educational Cooperative (OVEC). This will meet two specific needs: providing the LMSs opportunities to collaborate with classroom teachers while becoming another resource for gifted and talented students that can enhance their learning beyond the classroom. The LMSs who participate in Project CATALYST were introduced to specific gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students through a three-hour professional development. The participants completed an online pre-survey that identified the specific needs of the group and the professional development was designed with these needs in mind. After participating in the professional development, the participants were asked to complete an online post-survey to determine if the professional development was effective in changing the awareness and instructional practices of the participants when working with gifted and talented students. The pre- and post-surveys were analyzed to validate the effectiveness of the project and found that there was positive response by library media specialists to professional development on using differentiated instruction with gifted and talented students in the library media center. The small changes in instructional practices by 70 percent of the participants validate the effectiveness of the project in enlightening educators in the needs of gifted and talented students and the need to collaborate with other educators to provide enriching and challenging learning activities for these unique students.
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Callahan, Nicole. "The Effects of Using Differentiated Math Stations on Students' Ability to find Meaningful and Challenging Work in a First-Grade Classroom." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161937123036695.

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Manspeaker, Rachel Bechtel. "Using data mining to differentiate instruction in college algebra." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8542.

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Doctor of Philosophy
Department of Mathematics
Andrew G. Bennett
The main objective of the study is to identify the general characteristics of groups within a typical Studio College Algebra class and then adapt aspects of the course to best suit their needs. In a College Algebra class of 1,200 students, like those at most state funded universities, the greatest obstacle to providing personalized, effective education is the anonymity of the students. Data mining provides a method for describing students by making sense of the large amounts of information they generate. Instructors may then take advantage of this expedient analysis to adjust instruction to meet their students’ needs. Using exam problem grades, attendance points, and homework scores from the first four weeks of a Studio College Algebra class, the researchers were able to identify five distinct clusters of students. Interviews of prototypical students from each group revealed their motivations, level of conceptual understanding, and attitudes about mathematics. The student groups where then given the following descriptive names: Overachievers, Underachievers, Employees, Rote Memorizers, and Sisyphean Strivers. In order to improve placement of incoming students, new student services and student advisors across campus have been given profiles of the student clusters and placement suggestions. Preliminary evidence shows that advisors have been able to effectively identify members of these groups during their consultations and suggest the most appropriate math course for those students. In addition to placement suggestions, several targeted interventions are currently being developed to benefit underperforming groups of students. Each student group reacts differently to various elements of the course and assistance strategies. By identifying students who are likely to struggle within the first month of classes, and the recovery strategy that would be most effective, instructors can intercede in time to improve performance.
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Ward, Natalia, and O. Cates. "Using Text Sets to Differentiate Literacy Instruction for K-5 Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5956.

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Fischman, Lane Ari. "Using Gardner's multiple intelligence theory to differentiate high school physics instruction." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/fischman/FischmanL0811.pdf.

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The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence theory. The original premise was that some students are strong in some intelligences and weak in others. Each student started by learning the content in the areas they were strong in, and then using that knowledge to help them overcome the more challenging concepts. They then worked together with students from all of the intelligence strengths to show a greater understanding of the content and scientific skills. The data was collected using a combination of pre and posttests, surveys, observations, and concept maps as a part of individual student interviews. The results indicate that this approach has its merits but will need refinement to be implemented into the entire curriculum. Differentiation with respect to multiple intelligence theory appears to cause an increase in student understanding, attitude and motivation.
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Shelton, Dan. "Using formative assessment to differentiate instruction a plan to build a culture of continuous improvement /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdweb?did=1362515811&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Books on the topic "Using Differentiated Instruction"

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Great ideas: Using service-learning and differentiated instruction to help your students succeed. Baltimore: Paul H. Brookes Pub. Co., 2009.

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Clark, Jason T. Impact of differentiated learning contracts: An action research project examining the impact of learning contracts using differentiation of product by learning style on A+ TestPrep scores. [Sweet Briar VA: Sweet Briar College,], 2006.

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H, Marietta Sky, ed. Making assessment matter: Using test results to differentiate reading instruction. New York: The Guilford Press, 2011.

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National Council of Teachers of Mathematics, ed. Using formative assessment to differentiate mathematics instruction, grades 4-10: Seven practices to maximize learning. Thousand Oaks, Calif: Corwin, 2011.

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Benjamin, Amy. Differentiated Instruction Using Technology. Routledge, 2014. http://dx.doi.org/10.4324/9781315854137.

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Benjamin, Amy. Differentiated Instruction Using Technology: A Guide for Middle and HS Teachers. Taylor & Francis Group, 2016.

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Differentiated Instruction Using Technology: A Guide For Middle And High School Teachers. Eye on Education,, 2005.

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Bruce, Campbell. Handbook of Differentiated Instruction Using the Multiple Intelligences: Lesson Plans and More. Allyn & Bacon, 2007.

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Coleman, Mary Ruth, Lois Baldwin, and Daphne Pereles. It Takes a Team. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0010.

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Meeting the needs of students who are twice exceptional (2e), those with gifts and talents as well as areas of disabilities, can feel daunting. Responding to the complexities of strengths and challenges of 2e students requires flexibility, innovation, and most especially teamwork. This chapter explores how the needs of 2e students change across the lifespan, sharing the role of the problem-solving team from early childhood through postsecondary planning. The chapter includes (a) problem-solving guidelines that foster collaboration to address academic, social, and emotional success; (b) examples of instructional strategies using universal design for learning and differentiated instruction for pre-K though postsecondary; and (c) family partnership approaches to support the students’ success.
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Using Formative Assessment To Differentiate Middle School Literacy Instruction 7 Practices To Maximize Learning. Corwin Press, 2012.

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Book chapters on the topic "Using Differentiated Instruction"

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Bellman, Allan, Wellesley R. Foshay, and Danny Gremillion. "A Developmental Model for Adaptive and Differentiated Instruction Using Classroom Networking Technology." In The Mathematics Teacher in the Digital Era, 91–110. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4638-1_5.

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Mulvaney, Tracy L., and Kathryn L. Lubniewski. "Differentiating Instruction in the Forensics Classroom." In Cases on Models and Methods for STEAM Education, 328–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9631-8.ch016.

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This chapter will discuss differentiated instruction within the STEAM classroom. An example of a differentiated instruction case that was used in a Forensics Science class will be referenced. The case study focuses on fingerprint recovery, identification, and classification. After a series of lessons about the science of fingerprinting, a mock crime scene is set up to allow students the opportunity to become forensic scientists. Students use the forensic tools to recover them, and then identify and classify them using the process taught through direct and supplemental instruction. Some issues with differentiating instruction that arise are professional development around differentiated instruction, the time it takes to differentiate (amount of planning), lack of classroom time to complete projects, and lack of support or collaboration with key stakeholders are discussed.
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Cumming, Therese M. "Does Mobile Technology Have a Place in Differentiated Instruction?" In Mobile Pedagogy and Perspectives on Teaching and Learning, 132–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch008.

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Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with diverse learners in all levels of classroom instruction.
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"Develop a Teaching Model Plan for a Differentiated Learning Approach." In Differentiated Instructional Design for Multicultural Environments, 106–30. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5106-5.ch005.

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In this chapter, there will be a presentation of how teaching models help teachers focus on different theories. The teaching model is a tool that will help teachers approach differentiated learning with students who have a diverse educational background. Teachers need to be aware of a diverse background and how to apply models for teaching different activities. If the correct model is selected teachers can use this to develop concepts based on objectives. The models may include instructional models, constructivism, problem-based, project-based, Socratic and inquiry based. Following are the key areas that will be discussed in this chapter; importance of a Teaching model, teaching model - (Glaser teaching model) – Looking at the objective, activity, assessment and reflection on improvements, information processing using a teaching model, Gagne's 9 stages of learning process to use in a Teaching model and conceptual models - take information, use it and respond to it (Instruction models, Constructivism, Problem based, Project based, Socratic Method, Inquiry based).
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Kim, Jackie HeeYoung, Ardyth Foster, and Moon-Heum Cho. "Professional Development for Technology Integration into Differentiated Math Instruction." In Handbook of Research on Transformative Digital Content and Learning Technologies, 1–24. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch001.

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To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily translates into the ability to effectively teach and learn with technology. Adopting a conceptual framework known as self-efficacy beliefs and TPACK, or technological pedagogical content knowledge (Mishra & Koehler, 2006), this chapter discusses the design of a professional development model, the goal of which is increasing the critical attribute of the successful professional development: self-efficacy. In an effort to provide empirical knowledge to support this design, this chapter further showcases a faculty member's approaches to connecting technology and pedagogy using the TPACK approach, while implementing a model designed to improve teachers' self-efficacy. Implications and guidelines for developing teachers' self-efficacy, through activities during the professional development workshop, are discussed.
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Robertson, Shawn L. "Digital Pedagogy for the 21st Century Educator." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 258–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch015.

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This chapter explores the process by which educators entered into a 21st century pedagogy that aids students' access to course materials using a digital platform. It explains how graduate students in one course learned how to utilize different technological tools and change their thinking and skillset. It also explores differentiated instruction in digital form rather than using traditional means. The root cause of the limited pedagogy that prevents teachers from reaching their fullest potential through using differentiated tiered assignments is also examined.
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Davis, Jason P., Kevin Oh, and Natalie Nussli. "Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers." In Fostering Reflective Teaching Practice in Pre-Service Education, 272–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2963-7.ch015.

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The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).
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Singh, Ninni, Neelu Jyothi Ahuja, and Amit Kumar. "A Novel Architecture for Learner-Centric Curriculum Sequencing in Adaptive Intelligent Tutoring System." In Natural Language Processing, 722–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0951-7.ch035.

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An ideal face-to-face tutor learner interaction aims to offer learning to the learner in a manner that best suits an individual learner's learning level and learning style. This ability of differentiated instruction has been built in Seis-Tutor Intelligent Tutoring system, developed to offer subject matter knowledge of ‘Seismic Data Interpretation,' a field of geo-physics. The detailed architecture of learner-centric curriculum sequencing module, built to this effect, with its components, sub-components, their interconnected functioning, to generate exclusive learning path, have been described. An algorithm for learner-centric curriculum sequencing, a mathematical model and proposed implementation using a case study has been elaborated.
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"Assess and Monitor Progress Using Learning Analytics." In Differentiated Instructional Design for Multicultural Environments, 131–52. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5106-5.ch006.

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In this chapter, there will be a presentation of information on learning analytics and how learning analytics can be used to help teachers and administrators manage measurements, collection and analysis of information. Learning analytics is a useful approach for assessing performance and is considered a valuable tool for developing multicultural curriculum. Assessing and monitoring the progress of students using learning analytics, measuring, collecting, analyzing and reporting information that can be useful to improve performance. Following are topics that will be discussed in this chapter; using learning analytics to track progress for each student, collecting, analyzing, measuring and reporting data, plan - setting goals and objectives, utilizing a method for collecting data, reviewing the data and develop a reporting process, using the data collected to improve performance and assessing the information and developing new approaches.
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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 15–29. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch002.

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This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.
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Conference papers on the topic "Using Differentiated Instruction"

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Marinescu, Gheorghe, Cosmina Irina, Nicolae Linca, Gabriela Ianculescu, and Ana-Maria Mujea. "Study Regarding Speed Development in Visually Impaired Pupils Using Differentiated Instruction." In 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.64.

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Tudora, Virgil, Ana-Maria Mujea, and Cristina-Georgiana Varzaru. "Study Regarding the Development of Spatial-Temporal Orientation Capacity and Kinaesthetic Sensitivity of Visually Impaired Pupils Using Differentiated Instruction." In 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.63.

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ZINKEVIČIENĖ, Danutė, Remigijus ZINKEVIČIUS, and Sigitas PETKEVIČIUS. "ECONOMIC EVALUATION OF CONVENTIONAL INTENSIVE AND PRECISION FARMING TECHNOLOGIES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.081.

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In Lithuania, besides the usual farming technologies, starting precision agriculture (PA). The basic principle of the PA is to focus technological operations on the conditions located in separate field locations. When there in separate fields is a significant difference in the amount of nutrients in the soil, the distribution of weeds or diseases, then the crop fertilization and maintenance operations must be precisely adapted to these differences. Most importantly, these differences in soil and crops can be captured and converted into correspondingly differentiated instructions for agricultural machinery. This ensures the timely use of appropriate material resources, helps to optimize yields at the lowest cost, reduce environmental pollution and increase economic returns. The purpose of this study is to perform a comparative analysis of economic indicators for spring wheat cultivation by using a usual intensive and PA technologies, and to determine the financial effect. Novelty of this study are the new approach and new method for financial effect calculations in Lithuania, they can lead to future deeper analysis of money return related with PA technologies. The tests for a year 2014-2015 was carried out on A. Bardauskas farm in Raseiniai district, and in year 2016 on ASU testing station in Kaunas district. Economic indicators of spring wheat cultivation by using conventional intensive and precision farming (PA) technologies was determined, i.e. additional cost-benefit effect was calculated and the financial effect generated. Underlying research shows that better economic indicators are obtained through the using of PA technology. It was determined that the cost of mineral fertilizers during spring wheat cultivation in accordance with the PA technology was lower in the two analyzed years and slightly higher in one year than the conventional intensive agricultural technology. The decline in fertilizer costs also led to a decrease in yield, which resulted in less incomes for one year from precision farming than the use of conventional intensive agricultural technology, and received a negative financial effect. In the other two years of analysis, additional revenues from spring wheat cultivation with PA technology exceeded the additional costs related with this technology and received a positive financial effect. Due to the reduced yield, the incomes for precision farming in 2014 were 41.6 Eur/ha less, and in 2015 and 2016, respectively, 12.8 Eur/ha and 30.58 Eur/ha higher than for the conventional intensive farming technology
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