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Littérature scientifique sur le sujet « Differentiated learning instruction strategy »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Differentiated learning instruction strategy"

Gan, Shiyuan, Wei Zhang, Yi Wu, Yan Zheng, and Yibei Liu. "Differentiated Instruction Efficiency of the Design Courses for Engineering Majors in a Smart Education Environment." International Journal of Emerging Technologies in Learning (iJET) 18, no. 09 (2023): 86–100. http://dx.doi.org/10.3991/ijet.v18i09.39373.

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The differentiated instructional strategy has been widely applied in countries around the world. However, the differentiated instruction of the design courses for engineering majors still has some barriers in term of learners, teachers, and attributes of the design courses in the smart education environment. To discuss the influences of the differentiated instructional strategy of the design courses for engineering majors on course achievement of learners in the smart education environment, a case study based on the course of “Architectural Interior Hand-painted Renderings” was conducted using

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Iqbal, Javed, Abdul Majeed Khan, and Muhammad Nisar. "Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers." Global Regional Review V, no. I (2020): 364–75. http://dx.doi.org/10.31703/grr.2020(v-i).40.

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The present study examines the perceptions and influences of the teachers and the students in relation to differentiated education. The research population contains all the academic departments of Karakoram International University (KIU). Five departments were selected as sample of the study. Moreover 5 teachers and 10 students were selected from each department. The study objectives were 1) to find out teachers perception of differentiated instruction. 2) to find out students’ perception of differentiated instruction. 3) to examine how differentiated instruction, influence student classroom l

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Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.

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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through

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Amor, L. Pallo, and S. Ferenal Estrella. "Differentiated Learning Instruction Strategy on Learners' Academic Achievement in Edukasyon Sa Pagpapakatao." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (2025): 2278–89. https://doi.org/10.5281/zenodo.15380398.

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In modern times, teaching strategies are evolving from traditional ones to modern ones. Differentiated learning instruction is one of the teaching strategies that is diverse in nature and is flexible. This study was conducted to determine the effects of differentiated learning instruction strategy on learners’ academic achievement in EsP at Hinaplanan National High School, Hinaplanan, Claveria, Misamis Oriental, School Year 2023-2024. It specifically sought to find the effects of differentiated learning instruction strategy on learners’ academic achievement in Edukasyon sa Pagpapak

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Nursanti, Nursanti, Nurpadilah Nurpadilah, Raihana Saimima, and Jubaid Latukau. "Effectiveness of Differentiated Learning in Enhancing Social Studies Outcomes among Sixth-Grade Students." APLIKATIF: Journal of Research Trends in Social Sciences and Humanities 4, no. 1 (2025): 87–94. https://doi.org/10.59110/aplikatif.v4i1.562.

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Differentiated learning has gained attention as an inclusive instructional strategy that adapts to diverse student needs. This quasi-experimental study aimed to examine the impact of differentiated instruction on Social Studies learning outcomes among sixth-grade students at MIS Persiapan Negeri Namlea. Two groups were involved: an experimental group receiving differentiated instruction and a control group taught using conventional methods. Pre-test and post-test scores were analyzed to determine the effect of the intervention. Normality tests confirmed the appropriateness of parametric analys

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M. Jufrianto, Muhammad Basri, and Iskandar. "Unlocking potential: The role of differentiated instruction in shaping English learning outcomes among EFL students in Takalar, South Sulawesi, Indonesia." Eduvelop: Journal of English Education and Development 8, no. 2 (2025): 245–78. https://doi.org/10.31605/eduvelop.v8i2.4521.

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This study examined the effectiveness of differentiated instruction (DI) in improving English reading comprehension and attitudes among Grade XII students at SMA Negeri 3 Takalar, South Sulawesi, Indonesia. Notwithstanding the Indonesian government’s focus on English language instruction, numerous learners encountered considerable obstacles in attaining competency. The research adopted a mixed method with a quasi-experimental design comprising 216 students, categorized into DI and Non-DI groups, to evaluate the effects of differentiated instruction compared to conventional teaching methods. An

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Ojong, Akem Solange. "Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions." International Journal of Linguistics, Literature and Translation 6, no. 6 (2023): 75–82. http://dx.doi.org/10.32996/ijllt.2023.6.6.8.

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"The art of teaching is the art of assisting discovery," as famously quoted by Mark Van Doren, epitomizes the philosophy of Differentiated Instruction (DI). This teaching strategy modifies lessons and learning environments to meet students' diverse learning needs, interests, and abilities. As our world becomes more interconnected, the demand for multilingual individuals has surged dramatically. Consequently, the necessity for effective strategies in second language instruction is now a key focus in educational research. Differentiated instruction, with its characteristic emphasis on adjusting

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Sari, Aprilia Purnama, Dewa Ayu Eka Agustini, and Luh Diah Surya Adnyani. "The Implementation of English Teacher's Differentiated Instruction to Disabled Student in an Inclusive School." IJDS Indonesian Journal of Disability Studies 7, no. 2 (2020): 170–82. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.06.

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Disabled student learns based on 2013 curriculum in an inclusive school. This student learns the same material with regular students. To help disabled student understands the material, the teacher should use an appropriate teaching strategy. Differentiated instruction is a teaching strategy of providing different options for students. It has 4 terms namely content, process, product, and learning environment. This study aimed at investigating the implementation of English teacher’s differentiated instruction to disabled student in an inclusive school. This study was a qualitative research which

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Sembiring, Dian Arisandy Eka Putra, Muhammad Yusuf, Ali Sadikin, Danial Mursyd, and Robi Hendra. "Differentiated Instruction in Biology Learning: Meta-Analysis." BIODIK 10, no. 1 (2024): 103–8. https://doi.org/10.22437/biodik.v10i1.32185.

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In the context of the 'Merdeka' curriculum and educational diversification, differentiated instruction emerges as a pivotal strategy for addressing diverse learning needs within biology education. Through a comprehensive meta-analysis, this study categorizes existing research, assesses the application across educational levels, and evaluates the impact of differentiated instruction, particularly highlighting its effectiveness in higher education facilitated by e-PJBl and learning media. The research predominantly uncovers the use of Classroom Action Research, with a notable effect size in appl

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

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign l

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Thèses sur le sujet "Differentiated learning instruction strategy"

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

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

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The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students throu

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

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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.

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

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Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and imp

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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.

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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.

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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to

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Langley, M. L. "Secondary English Teachers' Perceptions of Differentiated Instruction for Limited English Proficient Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/496.

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In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualita

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Lunsford, Kristin Joy. "Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5021.

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Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal deve

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McMillan, Andrea. "The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/871.

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Self-efficacy beliefs, a component of Bandura's social cognition theory, provided the basis for this study of teachers' participation in professional learning. Training and positive experiences increase teacher efficacy, or the level of effort and persistence educators are willing to exert as they teach. The purpose of this quantitative study was to examine the relationship between teachers' participation in differentiated instruction (DI) in-service opportunities and teachers' knowledge and frequency of use of DI. It was hypothesized that middle school teachers' levels of DI training would be

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

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Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face

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Livres sur le sujet "Differentiated learning instruction strategy"

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

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1942-, Grant Jim, and Hollas Betty, eds. Differentiated instruction: Different strategies for different learners. Crystal Springs Books, 2002.

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Tomlinson, Carol A. Integrating Differentiated Instruction and Understanding by Design. ASCD, 2009.

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Hamilton, Marjorie. Learning and teaching with understanding by design and differentiated instruction. Sweet Briar College,], 2006.

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Chamot, Anna Uhl, and Vee Harris, eds. Learning Strategy Instruction in the Language Classroom. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415.

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Nakamura, Sachiko. Emotion Regulation and Strategy Instruction in Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42116-7.

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Torri, Lienemann, ed. Strategy instruction for students with learning disabilities. Guilford Press, 2006.

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VanderWeide, Donna. Differentiated math: Tools & activities to get students moving, thinking & learning. Crystal Springs Books, 2008.

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Salatas, Waters Harriet, and Schneider Wolfgang, eds. Metacognition, strategy use, and instruction. Guilford Press, 2010.

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Salatas, Waters Harriet, and Schneider, Wolfgang, 1950 June 19-, eds. Metacognition, strategy use, and instruction. Guilford Press, 2010.

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Chapitres de livres sur le sujet "Differentiated learning instruction strategy"

Gheyssens, Esther, Júlia Griful-Freixenet, and Katrien Struyven. "Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_30.

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AbstractDifferentiated Instruction has been promoted as a model to create more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities. Whilst differentiated instruction was originally interpreted as a set of teaching practices, theories now consider differentiated instruction rather a pedagogical model with philosophical and practical components than the simple act of differentiating. However, do teachers also consider differentiated instruction as a model of teaching? This chapter is based on a doctoral thesis that adopted differentiated instruction

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Kaplan, Sandra N. "Learning to Learn." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-5.

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Yongqi Gu, Peter. "2. Approaches to Learning Strategy Instruction." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-008.

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Uhl Chamot, Anna. "12. Differentiation in Language Learning Strategy Instruction." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-020.

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Menegale, Marcella. "6. Learning Strategy Instruction in Content and Language Integrated Learning Programs." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-012.

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Englert, Carol Sue. "Unraveling the Mysteries of Writing Through Strategy Instruction." In Intervention Research in Learning Disabilities. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_8.

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Murphy, Linda. "Chapter 16: Integrating Strategy Instruction into Learning Materials." In Language Learning Strategies in Independent Settings, edited by Stella Hurd and Tim Lewis. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690999-018.

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Robbins, Jill. "13. Teaching Language Learning Strategies Using Technology." In Learning Strategy Instruction in the Language Classroom, edited by Anna Uhl Chamot and Vee Harris. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-021.

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Bursuck, William D., and Madhavi Jayanthi. "Strategy Instruction: Programming for Independent Study Skill Usage." In Success for College Students with Learning Disabilities. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4684-6416-0_9.

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Gooneratne, Samantha. "Embedding formative feedback through differentiated instruction using Microsoft OneNote Class Notebooks." In Formative Assessment and Feedback in Post-Digital Learning Environments. Routledge, 2025. https://doi.org/10.4324/9781003360254-21.

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Actes de conférences sur le sujet "Differentiated learning instruction strategy"

Cigognini, Maria Elisabetta, and Andrea Nardi. "DIFFERENTIATED INSTRUCTION FOR LEARNING AND TEACHING: A CASE STUDY FROM ITALY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2065.

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Suprayogi, Muhamad Nanang, and Suwarno. "Bridging Gaps in Learning: Tracing the Trends of Differentiated Instruction in Higher Education." In 2024 9th International Conference on Business and Industrial Research (ICBIR). IEEE, 2024. https://doi.org/10.1109/icbir61386.2024.10875687.

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Nurlizawati, AB Sarca Putera, Dendy Putera, et al. "Analysis of Student Learning Readiness Based on Tomlinson's Learning Readiness Index in Differentiated Content Instruction for Sociology in Merdeka Curriculum to Achieve Sustainable Education Quality (SDGs)." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013408200004654.

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Mazza, Anthony, and Andrea Adams. "Implementing a Non-placement Work-Integrated-Learning Experience in a Micro-credentialed Curriculum." In 3rd Annual Faculty Senate Research Conference. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.148.3.

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COVID has continued to adversely impact the raison d’etre of a University’s value proposition - to prepare, develop and equip students with transferable critical thinking skills, improved collaboration opportunities, and useful contact capital, to enhance employment opportunities. As part of a collaborative strategy to address the multiple issues related to “universal career shock”, the implementation of an andragogical response is required to assist students with limited or no employment experience. A non-placement initiative is currently being piloted to assist student completion of internsh

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

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Researchers in different disciplines worldwide have documented the direct impacts of the COVID-19 virus (COVID). Along with the direct effects, the impact of COVID restrictions has changed how students use traditional career readiness programs. Moreover, COVID restrictions act as a "career shock" for student job-seekers. Career shocks are extremely disruptive events that cause individuals to rethink career choices and reflect on their career plans. The global implementation of COVID restrictions has arguably created a "universal" career shock beyond the career shock theory's original foci. Exp

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Naka, Laura. "The importance of differentiated instruction in EFL learning." In University for Business and Technology International Conference. University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.119.

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Neuvirthova, Denisa, and Zdenka Gadusova. "DIFFERENTIATED INSTRUCTION STRATEGIES IN EFL CLASSROOM: CASE STUDY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1624.

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Nicolaidou, Despo, Marianna Frangeskou, and Theodora Charalambous. "LEVERAGING DIFFERENTIATED INSTRUCTION THROUGH AN ADAPTIVE-INTERACTIVE VIDEO ACTIVITY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2582.

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Raj, Anupam, Michael C. Wittmann, and Shakhnoza Kayumova. "Rethinking Differentiated Instruction: Lessons from the Pandemic for Today's Classrooms." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.443524.

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A., Abuhmaid,. "The Impact of Differentiated Instruction in Flipped Classrooms on Students’ Achievement." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.81.

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Rapports d'organisations sur le sujet "Differentiated learning instruction strategy"

Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature

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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading i

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