Journal articles: '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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Huinker, DeAnn. "MTMS Favorites: “Productive Struggle for All: Differentiated Instruction”." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 242. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0242.

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Members of the Editorial Panel spotlight articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of supporting productive struggle using cognitively demanding tasks.

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Bennett, Tian. "Teachers' experiences with the use of Differentiated Instruction in a Jamaican Inner-City Primary School." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 120–43. http://dx.doi.org/10.46425/j119017942.

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This generic qualitative study presents the experiences of four teachers using differentiated instruction in an inner-city Jamaican primary school. The purpose was to ascertain the teachers’ understanding, perception, and the challenges they experienced with the use of differentiated instruction. The data from the four teachers revealed that they had mostly positive perceptions, possessed adequate knowledge and skills in the use of differentiated instruction, and considered it an effective strategy for pedagogy in the 21st century.

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Demir, Serkan, and Mehmet Gürol. "The effect of differentiated learning on the retainment scores of deep and surface learners." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (June 1, 2015): 187–206. http://dx.doi.org/10.14527/pegegog.2015.010.

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This study aims to determine the effect of tiered instruction and station techniques of differentiated instruction on students' achievements, learning approaches and learning retainment which are important in terms of learning-teaching process. Learning approaches which was one of the variables of the research is categorized as surface and deep according to information processing preferences of students. So the effect of the differentiated instruction on students' preferences was determined to be the aim of the study. The research was applied on the 5th grade students of two elementary school using pre, post and delayed test model. Both the experiment and the control group composed of 66 students. Differentiated instructions were prepared for the course model titled "Let's Learn the World of the Living" of Science and Technology course. An academic achievement test which was prepared by the researcher and other professionals, was tested in terms of validity and reliability. The test was applied before, after and four weeks later than the instruction. To determine the students' approaches, Learning Approaches Inventory was applied. In terms of achievement pre-test, significant difference is detected in favor of deep learner group. According to these findings, hypothesis is proven. In terms of achievement delayed-test, significant difference is detected in favor of deep leaner group. According to these findings, hypothesis is proven.

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Ojonugwa, Dominic Solomon, Janet Ngozi Igbo, Hosea Abalaka Apeh, and Eric Chima Ndukwu. "Efficacy of Differentiated Instruction and Conventional Methods on Low Achievers’ Interest in Learning and Gender." ABC Research Alert 8, no. 3 (October 3, 2020): 115–28. http://dx.doi.org/10.18034/abcra.v8i3.489.

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The need to seek for innovative teaching methods to enhance the interest of mathematics low achievers necessitated this study. This study examined the effect of differentiated instruction on low achievers’ interest in mathematics based on gender. The sample size for the study consists of 66 males and 80 females identified mathematics low achievers. The researchers used multi-stage sampling technique. Mathematics Interest Rating Scale was the instrument used in collecting data. The pre-test and post-test data were analyzed using mean, standard deviations and Analysis of Covariance. Results revealed that the use of differentiated instruction in teaching mathematics low achievers in primary school increased their interest in mathematics than conventional method. Influence of gender on interest of mathematics low achievers is significant. The interaction effect of instructional strategies and gender on mathematics interest of low achievers is not significant. The study provided empirical evidence that differentiated instruction acted as valuable tool for enhancing interest and achievement in mathematics therefore, researchers may benefit from the outcome of this article for further research. The data could serve as reference point for empirical study. Curriculum designers and text books authors may include information on the method in children’s’ text book.

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Bobis, Janette, James Russo, Ann Downton, Maggie Feng, Sharyn Livy, Melody McCormick, and Peter Sullivan. "Instructional Moves that Increase Chances of Engaging All Students in Learning Mathematics." Mathematics 9, no. 6 (March 10, 2021): 582. http://dx.doi.org/10.3390/math9060582.

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Despite the construct of challenge being recognized as an essential element of mathematics instruction, concerns have been raised about whether such approaches benefit students with diverse academic needs. In this article, we focus on the beliefs and instructional practices of teachers teaching students in the first three years of school (5 to 8 years of age). These teachers participated in professional learning focused on challenging mathematical tasks differentiated through their open-ended design and the use of enabling and extending prompts. The instructional practices are explained using the Theory of Didactical Situations. Questionnaire data from pre-intervention (n = 148) and post-intervention (n = 100) groups of teachers indicated that teachers in the post-intervention group held more negative beliefs than those in the pre-intervention group about the capability of instructional approaches involving a priori grouping of students by performance levels. Interviews with ten teachers from the post-intervention group revealed and characterized the ways teachers employed open-ended tasks with enabling and extending prompts to engage all learners. Findings reveal that teachers knowing their students as individual learners accompanied by knowledge of a range of teaching practices to differentiate instruction are central to engaging all learners.

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Angilan, Jasmin. "Differentiated Instruction and Students’ Literary Competence: An Experimental Study." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (May 10, 2021): 110–25. http://dx.doi.org/10.47631/mejress.v2i2.230.

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Purpose: This study aims to determine the effects of Differentiated Instruction on Catigbian National High School Grade 10 students’ literary competence. Approach/Methodology/Design: To attain that purpose, the researcher adopted the experimental design involving two groups of participants. The experimental group was exposed to Differentiated Instruction while the control group was exposed to the traditional method of teaching. The researcher used the Cognitive Domain Test to assess the students’ intelligence and researcher-made questions to measure their literary competence. The results were statistically analyzed using the T-test means for independent samples Findings: The findings of the study revealed that there were statistically significant differences between the mean scores achieved by the experimental group and those attained by the control group in the literary test. It is concluded that the use of DI is effective considering the higher scores of the experimental group compared to the control group. Practical Implication: The study will contribute to the effectiveness of teaching literature by integrating Differentiated Instruction; hence, it will develop students’ literary competence. In addition, additional research is ought to be conducted to explore the effect of the use of Differentiated Instruction on the different language skills. Originality/value: This study innovates by experimenting with the effect of integrating Differentiated Instruction in teaching literature in Catigbian National High School, Bohol. Moreover, an action plan is proposed to enhance students’ literary competence.

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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 (June 30, 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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Rachmawati, Mira Aliza, Nur Widiasmara, and Thobagus Muh Nu’man. "Effectiveness of Differentiated Instruction Training to Enhance Teachers' Sense of Efficacy in Inclusive Schools." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.6(1) Jan-Mar 2018 6, no. 1 (February 16, 2018): 21–26. http://dx.doi.org/10.35609/gjbssr.2018.6.1(4).

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Objective - This study aims to determine the effect of differentiated instruction training on teachers' efficacy at inclusion schools in Jogjakarta. Methodology/Technique - The subjects in this study consist of 5 school teachers working in elementary inclusion schools in Baciro Yogyakarta. The data were collected using the Teacher Sense of Efficacy Scale (TSES), which is adapted from Woolfolk and Hoy (1993). This is an experimental study, using one group pre-test and post-test. The data is analyzed using the Wilcoxon test. Findings - The findings show that there is a significant difference in the efficacy of inclusion school teachers before and after the training is given, where the value Z = -2.023 and p = 0.0438 (p< 0.05). Novelty - This study demonstrates that differentiated instruction teacher training can improve the sense of efficacy in school teachers working in inclusion elementary schools in Baciro Jogjakarta. Type of Paper - Empirical. Keywords: Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. JEL Classification: I21, I29.

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Roop, John, Kossi Edoh, and Alexandra Kurepa. "Instructional Selection of Active Learning and Traditional Courses Increases Student Achievement in College Mathematics." Journal of Education and Learning 7, no. 5 (June 19, 2018): 11. http://dx.doi.org/10.5539/jel.v7n5p11.

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In this paper, we present the results of a study indicating that groups predominantly underrepresented in mathematics prefer to have a choice of instructional method. We use the concept of differentiated instruction to explain how different groups of students might perform better using various instructional techniques. Our study, which is based on student self-selection of traditional or active learning sections of a course, also presents evidence that using different instructional strategies in different sections of the same course is preferable to adopting only a single instructional method. In addition, we present evidence that student instructional selection improves student achievement in college level mathematics courses.

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Ashby, Christine. "Great Ideas: Using Service-Learning and Differentiated Instruction to Help Your Students Succeed." Intellectual and Developmental Disabilities 50, no. 5 (October 1, 2012): 436–37. http://dx.doi.org/10.1352/1934-9556-50.5.436.

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Senturk, Cihad, and Hakan Sari. "Investigation of impacts of differentiated instruction applied in a primary school in attitudes of students towards the course." Cypriot Journal of Educational Sciences 13, no. 2 (June 26, 2018): 240–48. http://dx.doi.org/10.18844/cjes.v13i2.3359.

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The aim is to identify impacts of the differentiated instruction implemented in the primary school fourth grade science course in attitudes of the students towards the course. The mixed method-designed and carried out research was conducted with 9–10 aged students in fourth grade in a primary school in Bilecik during 2015–2016 Spring semester. Quantitative data were obtained with the science attitude scale and quantitative data were obtained with observations, student diaries and interviews with students and teachers. Quantitative data were analysed using descriptive statistics and t test, qualitative data were analysed using the content analysis. Finally, a statistically significant difference was observed between the groups in favour of the experimental group comparing post-test scores of the experimental and control groups obtained from the attitude towards the course scale. As for the qualitative data, findings indicated that the differentiated instruction improved attitudes of the students towards the course. Various recommendations are suggested. Keywords: Individual differences, differentiated instruction, curriculum differentiation, science education, academic achievement, mixed research method.

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Zervoudakis, Konstantinos, Konstantinos Mastrothanasis, and Stelios Tsafarakis. "Forming automatic groups of learners using particle swarm optimization for applications of differentiated instruction." Computer Applications in Engineering Education 28, no. 2 (December 20, 2019): 282–92. http://dx.doi.org/10.1002/cae.22191.

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Seah, Daniel. "Using Kahoot in law school: differentiated instruction for working adults with diverse learning abilities." International Journal of Mobile Learning and Organisation 14, no. 1 (2020): 36. http://dx.doi.org/10.1504/ijmlo.2020.10024694.

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Seah, Daniel. "Using Kahoot in law school: differentiated instruction for working adults with diverse learning abilities." International Journal of Mobile Learning and Organisation 14, no. 1 (2020): 36. http://dx.doi.org/10.1504/ijmlo.2020.103937.

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Fatimah, Ade Evi, and Azrina Purba. "Meningkatkan resiliensi matematis mahasiswa pada mata kuliah matematika dasar melalui pendekatan differentiated instruction." Journal of Didactic Mathematics 2, no. 1 (April 29, 2021): 42–49. http://dx.doi.org/10.34007/jdm.v2i1.617.

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This study is a Classroom Action Research with a qualitative descriptive method, which aims to increase students' mathematical resilience when using the Different Instruction approach. The subjects of this study were 40 first-semester students of class B of Informatics Engineering and Computer Education STKIP Al Maksum Langkat. The object of this research is the students' mathematical resilience ability through the Different Instruction approach in the basic mathematics subject matter of functions. This research procedure refers to four stages, namely planning, acting, observing, and reflecting. This research was conducted in two cycles, the research was based on the criteria that reached 85% for students who produced a minimum result of 65%. The instrument used in this study was a non-test question in the form of a mathematical resilience scale given at the beginning and end of the lesson. Based on the results of the study, it can be ignored that the Instruction Differentiation approach can improve the mathematical resilience of the first semester B grade students of the PTIK study program, by grouping students based on learning styles more effective in increasing students' mathematical resilience in applying the Instruction Differentiation approach.

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Gibbs, Kathryn, and Wendy Beamish. "Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School." Australian Journal of Teacher Education 46, no. 7 (July 2021): 97–113. http://dx.doi.org/10.14221/ajte.2021v46n7.6.

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Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.

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Murphy, Janet, and Robert Lebans. "Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development." E-Learning and Digital Media 6, no. 3 (January 1, 2009): 275–80. http://dx.doi.org/10.2304/elea.2009.6.3.275.

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Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning professional learning program developed by the Advanced Broadband Enabled Learning program (ABEL), a Research and Innovation initiative at York University in Toronto, Canada. Ongoing research into this program reveals that teachers who are learning via technologies refine their understanding of digital literacy, and develop curriculum designs and instructional strategies that facilitate differentiated instruction through digitally mediated designs, increase student engagement in learning, and improve student achievement.

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Love, Matthew L., Tracy G. Spies, and Joseph J. Morgan. "Using E-Books to Acquire Foundational Academic Vocabulary." Intervention in School and Clinic 53, no. 2 (March 27, 2017): 88–93. http://dx.doi.org/10.1177/1053451217693368.

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Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of multimedia-delivered instruction as a support in the development of content area academic vocabulary. One such tool, electronic books (i.e., e-books), can be an effective multimedia resource used to supplement standards-based instruction and preteach content area vocabulary specifically designed for students with exceptional language needs. This article describes methods for analyzing content standards and developing differentiated e-books to preteach academic vocabulary to support students with exceptional language needs in acquiring foundational academic vocabulary. The selection and use of specific tools based on students’ academic and linguistic needs will also be illustrated.

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Mohammad Dawoud Al-Banna, Laith, and Mohammad Abed Ali. "Effect Of using Differentiated Instruction Strategy On Acquiring And Preserving Some Offensive Skills In Handball." Al-Rafidain Journal For Sport Sciences 20, no. 66 (December 28, 2014): 51–69. http://dx.doi.org/10.33899/rajsport.2014.89589.

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Sheppard, Mollie, and Jessica Licata. "Book Review: Great Ideas: Using Service Learning and Differentiated Instruction to Help Your Students Succeed." Research and Practice for Persons with Severe Disabilities 34, no. 2 (June 2009): 64–65. http://dx.doi.org/10.2511/rpsd.34.2.64.

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Mardiyah, R. Johar, and Mailizar. "The Development of Trigonometry E-Modules For Senior High School Using Differentiated Instruction (DI) Approach." Journal of Physics: Conference Series 1462 (February 2020): 012017. http://dx.doi.org/10.1088/1742-6596/1462/1/012017.

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Rajeh Alsalhi, Najeh, Rasha Abdelrahman, Atef F. I. Abdelkader, Sharif Salim Al-Yatim, Mahmoud Habboush, and Abdellateef Al Qawasmi. "Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 25. http://dx.doi.org/10.3991/ijet.v16i11.22303.

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This study aimed to investigate the impact of using the differentiated instruction strategy on stu-dents ’achievement in an intermediate school course and their attitudes towards it. The study was conducted using a semi-experimental method. Participants were 483 students, split into two groups: empiric (n = 244) and control (n = 239). Achievement tests and questionnaires were used as tools for this study. Data analyzed through the SPSS program. The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used. The study recommends that attention to applying the differentiated teaching strategy for teaching science curricula and other textbooks

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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer, and W. David Tilly. "Responsiveness to Intervention in Reading." Learning Disability Quarterly 36, no. 1 (November 15, 2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.

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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.

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Synekop, Oksana. "The exercises system for differentiated instruction of english for specific purposes of monolog to the future it-specialists." Pedagogical Process: Theory and Practice, no. 4 (2018): 71–78. http://dx.doi.org/10.28925/2078-1687.2018.4.7178.

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In order to implement English for specific purposes within the framework of differentiated instruction to the future specialists in the information technology sphere, the exercises system of teaching monologue speech is proposed. The definition of the concept exercises system for the differentiated instruction of monologue speech» is outlined. The functional types of monologues for the future IT specialists are defined: monologue-description, monologue-message, monologue-persuasion. The approaches of teaching monologue («top down» and «bottom up») are determined. The dominant one is «bottom up». The stages of teaching monologue of English for specific purposes are analyzed. The exercises system for differentiated instruction of English for specific purposes of monological speech to the future IT-specialists is presented. Within the exercises system, a subsystem of exercises and corresponding groups are outlined. There are two subsystems: a subsystem of exercises for the formation of monological speech sub-skills (phonetic, lexical, grammatical, using linking devices) and a subsystem of exercises for the development of monological speech skills (for mastering monological units, minimonologues, various functional types of monologue). Various levels of difficulty and learning styles are reflected in the exercises. Examples of exercises for students with different learning styles and different levels of proficiency in a foreign language are considered.

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Onyishi, Charity Neejide, and Maximus Monaheng Sefotho. "Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education." International Journal of Higher Education 9, no. 6 (September 18, 2020): 136. http://dx.doi.org/10.5430/ijhe.v9n6p136.

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Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

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Harmini, Triana. "Efektivitas Penggunaan Modul Berbasis Differentiated Instruction untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Mahasiswa." Jurnal Didaktik Matematika 6, no. 2 (October 6, 2019): 136–48. http://dx.doi.org/10.24815/jdm.v6i2.14293.

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Teaching material is an essential component of learning. Teaching materials for Calculus courses, especially for the Department of Informatics, remains limited and orients towards a collection of materials and questions that cannot overcome the differences in student characteristics. Therefore, in the form of learning modules that can accommodate variations in student characteristics is a crucial need in teaching material. In this study, the learning module based differentiated instruction was compiled by taking into account the different characteristics of student ability levels. This study aimed to determine the effectiveness of Calculus learning by using learning modules based on differentiated instruction to students' conceptual understanding of the material of qualities and inequalities of absolute value. This research was experimental research and the subjects were the Informatics Engineering students of the University of Darussalam Gontor, enrolled in the first semester in the academic year 2018-2019. The research instrument was tests of conceptual understanding consisting of short-answer problems given at the beginning and the end of learning. The design of this study used One-Group Pretest-Postest Design and data analysis involved a Wilcoxon test due to the small number of subjects (25 people). The results of the analysis showed that the use of the learning modules based on differentiated instruction effectively enhanced the mathematical conceptual understanding of students.

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Park, Seon-Ho. "Effects of differentiated instruction using dictogloss on enhancing elementary school students’ English abilities and affective attitudes." Korean Journal of Applied Linguistics 29, no. 4 (December 31, 2013): 249. http://dx.doi.org/10.17154/kjal.2013.12.29.4.249.

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Godor, Brian P. "The Many Faces of Teacher Differentiation: Using Q Methodology to Explore Teachers Preferences for Differentiated Instruction." Teacher Educator 56, no. 1 (January 2, 2021): 43–60. http://dx.doi.org/10.1080/08878730.2020.1785068.

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Fatimah, Ade Evi, and Azrina Purba. "PENGEMBANGAN LEMBAR AKTIVITAS SISWA (LAS) MENGGUNAKAN PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK." MES: Journal of Mathematics Education and Science 4, no. 1 (October 30, 2018): 1–9. http://dx.doi.org/10.30743/mes.v4i1.862.

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Abstract. The purpose of this study is to produce quality student activity sheets. To achieve this, this research uses development research. The development model used in this study is a 4-D development model consisting of the Define, Design, Development and Disseminate stages. The subject of this research is the tenth grade students of SMK 1 Percut Sei Tuan Deli Serdang Regency and the object of this research is the mathematics student activity sheet of trigonometry material using the Differentiated Instruction (DI) approach. Developed in this study is the student activity sheet (LAS). The results of the study show that: (1) the level of mastery learning in classical is 83.33%; (2) the level of student activity during the learning process takes place on the ideal time tolerance criteria; (3) the level of the teacher's ability to manage learning is good, because the average has reached the minimum criteria; (4) student responses to the components of the device and the learning process are positive; (5) Mathematical problem solving abilities of students have increased with an average value of 1.457 at pretest and 3.103 in postes with an average increase (N Gain) included in the medium category with an average of 0.521. The researcher suggested that the Differentiated Instruction approach be an alternative for teachers to improve students' mathematical problem solving abilities.Keywords: Student Activity Sheet, Differentiated Instruction Approach, mathematical problem solving ability

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Synekop, Oksana. "DIFFERENTIATED INSTRUCTION OF ENGLISH PROFESSIONAL COMMUNICATION TO THE FUTURE IT SPECIALISTS: TYPES AND FORMS OF ASSESSMENT." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 60–69. http://dx.doi.org/10.28925/2078-1687.2019.1-2.6069.

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In the article the features of the assessment in differentiated instruction of English professional communication to the future IT specialists with different levels of foreign language proficiency and various learning styles are considered. Types and forms of control in differentiated instruction are characterized. Receptive, reproductive and productive ways of control are highlighted. The described two-stage model of assessment with partial involvement of adaptive testing includes: enter testing, which allows teachers differentiate students according to the levels of foreign language proficiency and learning styles; progressive adaptive testing, which is implemented in the zone of proximal development, helps to identify individual and group achievement points and needs to optimize test materials to meet students’ current needs; the final testing, which defines the level of foreign language proficiency at the end of the course. It is proposed to implement progressive adaptive testing by using mechanisms of adaptation, expansion and complication, improvement. Adaptive mechanism involves the effect of adapting to individual characteristics, based on the level of foreign language proficiency in the enter testing and a dominant learning style. The mechanism of expansion and complication aims at shifting the emphasis in the learning style of the students (not dominant learning styles), increasing the complexity of tasks for students providing them by various supports. The mechanism of improvement is focused on variations of learning styles, the development of English-language skills, as well as the wide usage of assessment strategies. The criteria for the complexity of the test task are analysed.

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Juman Ghalib Al- Shaweesh, Juman Ghalib Al Shaweesh. "Effectiveness of A Training Program Based on Differentiation Instruction Theory in Academic Achievement, among ninth Grade Students in biology Course: أثر التدريس المتمايز في تنمية التحصيل الدراسي في مادة الأحياء لدى طالبات الصف التاسع الأساسي." مجلة العلوم التربوية و النفسية 5, no. 27 (July 28, 2021): 99–88. http://dx.doi.org/10.26389/ajsrp.s040321.

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The study sought to identify the effect of using differentiated instruction in the achievement of biology among ninth grade students. population of this study (25) students was chosen for the control group and (25) students for the experimental group. During the first semester of (2021/2020). to achieve the objectives of this study, a biology achievement test was prepared. results showed that there were a statistically significant differences on achievement test in favor of the grades of the experimental group. this study recommended hiring differentiated teaching because of its effect on students’achievement.

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Wan, Sally Wai-Yan. "Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice." ECNU Review of Education 3, no. 4 (November 27, 2020): 694–714. http://dx.doi.org/10.1177/2096531120969988.

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Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.

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Saguin, Evelyn D., Reynaldo B. Inocian, and James Louies B. Un. "Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 2 (November 18, 2020): 18–31. http://dx.doi.org/10.37134/jrpptte.vol10.2.2.2020.

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The study analyzed the effectiveness of Contextualized Differentiated Instruction (CDI) in the teaching of Contemporary Issues, a Social Studies subject in Grade 10 with these of objectives by: (1) Determining its pre-post-test results; (2) Testing its significant mean difference; (3) Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents’ performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner’s multiple intelligences resulted in a substantial utilization of the interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation of the COVID-19 Model may juxtapose the essence of an enhanced CDI Model of CTL. The findings have social and practical value to support differentiation of instruction in the 21st century education.

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Niculescu, Brânduşa-Oana, and Georgeta Obilişteanu. "Relational Aspects between ICT and the Modernization of Differentiated and Individualized Teaching of Foreign Languages in Higher Education." Scientific Bulletin 21, no. 1 (June 1, 2016): 28–35. http://dx.doi.org/10.1515/bsaft-2016-0033.

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Abstract The amplitude of the interest and of the concerns related to the identification and the setting of the foundation necessary for perfecting higher education increasingly brings the adjustment of didactic activities to the students’ particularities to the attention of educational theory and practice, with a view to forming and developing their personality. The necessity and utilization of differentiating learning through modern methods specific to an efficient didactic methodology requires the adaptation of higher education to new modalities of organization and development, combined with knowledge adjusted to the particularities of the students’ personality. The rethinking and reconsideration of the didactic activities from this perspective also benefits from the opportunities provided by the facilities of the new scientific breakthroughs in the field of technology. Therefore, making differentiated and individualized instruction efficient by using advanced technologies represents one of the challenges of updating teaching foreign languages within higher education. Being a major component, the information and communications technology (ICT) opens new and significant opportunities, as well solutions for enhancing the level of the outcomes obtained by students in the differentiated and individualized education of foreign languages. Approaching several aspects specific to the implementation of ICT in the didactic activities pertains to the theoretical, methodological and praxiological preoccupations that aim at diversifying and increasing the obvious advantages offered by differentiated instruction in higher education.

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Saleh, Ahmed Hussein Ahmad Eid. "The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills." REiLA : Journal of Research and Innovation in Language 3, no. 2 (August 19, 2021): 135–45. http://dx.doi.org/10.31849/reila.v3i2.6816.

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This study aimed at investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain. The study adopted the quasi-experimental research design using thirty-six 2nd year secondary students to be the study participants. The participants were divided into two groups: an experimental group that received the (DI) training and a control group that received the conventional way. A reading comprehension skills questionnaire and a pre-post EFL reading comprehension test was used in the study to collect the data. Results showed that the experimental group outperformed the control group in the EFL reading comprehension test. The findings indicated that the DI strategies helped to develop students’ EFL reading comprehension skills. In addition, it revealed that using various materials for teaching reading comprehension skills to match students' different needs and abilities helped enhance their reading comprehension proficiency. A number of recommendations and suggestions for further research was presented.

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Bongala, Judy Vargas, Vanessa Baraero Bobis, John Paul Ramos Castillo, and Arlyne Canales Marasigan. "Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines." International Journal of Comparative Education and Development 22, no. 4 (October 19, 2020): 299–315. http://dx.doi.org/10.1108/ijced-06-2019-0037.

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PurposeThis paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.Design/methodology/approachThis study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.FindingsThe results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.Research limitations/implicationsThe research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.Practical implicationsThe results of this study can serve as a reference on how to support and strengthen MG instruction.Originality/valueThis study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.

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Melesse, Solomon. "INSTRUCTORS’ KNOWLEDGE, ATTITUDE AND PRACTICE OF DIFFERENTIATED INSTRUCTION: THE CASE OF COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES, BAHIR DAR UNIVERSITY." Research in Pedagogy 9, no. 1 (June 30, 2019): 28–39. http://dx.doi.org/10.17810/2015.89.

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The purpose of the study was to investigate instructors’ knowledge, attitude and practice of differentiated instruction in the case of college of Education and Behavioral Sciences of Bahir Dar University. The study employed qualitative research method with case study design. The participants were dean of the College of Education and Behavioral Sciences Bahir Dar University. The participants were purposively selected. Interview and FGD were used to collect data in this study. The data obtained were analyzed and interpreted through narration using data driven categories.The results of the analysis showed that instructors have positive attitude towards DI. But, they showed inadequate knowledge of DI and the elements of DI were not properly practiced yet as expected for a number of reasons. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method frequently and assessing students based on paper and pencil tests as mere modes of teaching and assessment were emphasized at the College. To overcome this, it was suggested that the current mode of teaching which focuses on the traditional lecture method should be minimized and complemented with the implementation of other indirect instructional strategies. Moreover, the actual context of the college and its influence on the teaching-learning process should be given due attention.

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Shehata, Marwa Gamal Muhammad. "Using a Differentiated Instruction Based Program for Enhancing Elementary School EFL Sixth Graders' Reading Comprehension Skills and Reading Engagement." مجلة البحث فی التربیة وعلم النفس 34, no. 3 (July 1, 2019): 620–59. http://dx.doi.org/10.21608/mathj.2019.81313.

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Lu, Hsiu-Lien, Nancy M. Arrington, and Bryan W. Griffin. "Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions." Journal of the Scholarship of Teaching and Learning 18, no. 2 (June 19, 2018): 39–53. http://dx.doi.org/10.14434/josotl.v18i2.22421.

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This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences.

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Kouassi, Jérôme. "The Didactic Treatment of English as a Medium of Instruction in Ivorian Universities: A Case Study." Journal of Language Teaching and Research 7, no. 2 (March 3, 2016): 243. http://dx.doi.org/10.17507/jltr.0702.02.

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In Côte-d’Ivoire French is used as the language of instruction at all levels of education except the foreign language departments in our universities. Today, the idea is to use EMI[1] in higher education. This requires full year training in intensive English. As the current conditions are not appropriate, the situation calls for reflection on an alternative solution: Training our students without necessarily resorting to a full academic year of intensive English. Considering the difficulties relating to the mobilization of human and material resources indispensable for a successful implementation of intensive English learning and taking account of the current teaching practices in our different departments, what didactic choices can allow the much needed training in our context? In order to answer this question I investigated the situation at the UFR-SEG[2]using a questionnaire and an interview guide. The conclusions of this study carried out in a constructivist and socio-constructivist perspective indicate that the majority of our trained students are unable to use English for instruction. My suggestions are threefold: Triangulation of didactic situations (didactic, a-didactic and non didactic situations), use of a multi-dimensional differentiated approach to instruction, and instruction based on learning strategies.

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Journal articles on the topic 'Using Differentiated Instruction'

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