The article explores the implementation of Differentiated Instruction (DI), focusing on the challenges and opportunities faced by English language teachers in junior high schools. The study follows a ...qualitative approach within a social constructivist worldview, emphasizing the need for tailored strategies to address diverse learning needs. The research questions delve into teachers' perceptions of DI, the challenges encountered, and effective strategies for addressing diversity in the classroom. The proposed strategies reflect a systematic approach to address challenges in differentiated learning. Through team teaching, technology integration, and enhanced knowledge mapping, the study aims to contribute valuable insights into the perspectives of English as a Foreign Language (EFL) teachers on DI. The findings anticipate informing support mechanisms for teachers to meet the diverse needs of their students effectively.
This is one of the first studies of the mismatch between students’ test scores and teachers’ estimations of those scores in low- and middle-income countries. Prior studies in high-income countries ...have found strong correlations between these metrics. We leverage data on actual and estimated scores in math and language from India and Bangladesh and find that teachers misestimate their students’ scores and that their estimations reveal their misconceptions about students in most need of support and variability within their class. This pattern is partly explained by teachers’ propensity to overestimate the scores of low-achieving students and to overweight the importance of intelligence. Teachers seem unaware of their errors, expressing confidence in estimations and surprise about their students’ performance once revealed.
Growing student diversity in today's classrooms calls for appropriate instructional strategies. Differentiated instruction (DI) is put forward as a key solution but seems challenging. In this study, ...actual DI implementation of teachers is linked to a complex set of variables: teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size. The findings show that DI implementation seems high, but is still below a critical benchmark. The regression analysis results indicate 39% of the variation in DI implementation which can significantly linked to DI self-efficacy beliefs, higher constructivist beliefs and higher classroom size. Research implications are discussed.
•The growing of student diversity calls for appropriate instructional strategies.•Differentiated Instruction (DI) is presented as key solution but seems challenging.•We examine teacher variables and classroom size related to DI implementation.•Teachers' self-efficacy has a significant contribution to the DI implementation.•Research implication calls to invest teacher professional development programs.
Differentiated instruction is a pedagogical-didactical approach that provides teachers with a starting point for meeting students' diverse learning needs. Although differentiated instruction has ...gained a lot of attention in practice and research, not much is known about the status of the empirical evidence and its benefits for enhancing student achievement in secondary education. The current review sets out to provide an overview of the theoretical conceptualizations of differentiated instruction as well as prior findings on its effectiveness. Then, by means of a systematic review of the literature from 2006 to 2016, empirical evidence on the effects of within-class differentiated instruction for secondary school students' academic achievement is evaluated and summarized. After a rigorous search and selection process, only 14 papers about 12 unique empirical studies on the topic were selected for review. A narrative description of the selected papers shows that differentiated instruction has been operationalized in many different ways. The selection includes studies on generic teacher trainings for differentiated instruction, ability grouping and tiering, individualization, mastery learning, heterogeneous grouping, and remediation in flipped classroom lessons. The majority of the studies show small to moderate positive effects of differentiated instruction on student achievement. Summarized effect sizes across studies range from
= +0.741 to +0.509 (omitting an outlier). These empirical findings give some indication of the possible benefits of differentiated instruction. However, they also point out that there are still severe knowledge gaps. More research is needed before drawing convincing conclusions regarding the effectiveness and value of different approaches to differentiated instruction for secondary school classes.
Students have very diverse backgrounds, so diagnostic assessments are needed in the practice of learning Indonesian at SMA Negeri 1 Kuta Utara. Diagnostic assessments are divided into two, namely ...non-cognitive diagnostic assessments and cognitive diagnostic assessments. This study is qualitative descriptive research, namely a research method which has the nature of presenting the reality according to the data obtained with the aim of illustrating how effective diagnostic assessment is in differentiated learning. Diagnostic assessments carried out in differentiated learning in Indonesian Language Lessons at SMA Negeri 1 North Kuta are very effective. After carrying out a diagnostic assessment, teachers can create learning that suits the characteristics, interests and abilities of students, relating to processes, content, products and learning environments. The use of diagnostic assessments can increase students' interest in learning Indonesian, because apart from making it easier to understand the material, learning is also tailored to students' readiness, interests and abilities.
Creative thinking is one of the skills that must be possessed by students in the 21st century. This study aims to investigate and describe students' creative thinking skills in completing the ...Cartesian Coordinate Skills Task (CCST). This research was conducted in one of the public junior high schools in Jambi City. The research subjects were six 8th grade junior high school students who have learnt by product differentiate instruction. The research subjects were divided into 3 categories based on the results of the Knowledge Question (KQ), namely high, medium, and low. Students' creative thinking skills were tested through CCST and the results were analyzed based on creative thinking indicators. The results of this study indicate that each subject tends to be able to show aspects of fluency and flexibility, but only three subjects are able to show aspects of novelty. In addition, from the three subjects, there is 1 subject in the low category who is able to show the novelty aspects
•The factor structure and reliability of the Differentiated Instruction Questionnaire for teachers (DIQ-teachers) has been examined.•An exploratory and confirmatory factor analysis was carried out to ...investigate the factor structure of the questionnaire.•To validate a model of Differentiated Instruction, we compared the model fit for the two models by investigating which model had a lower BIC an AIC value and by comparing their chi square values, which lead to a final validated model on Differentiated Instruction.
Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output=input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI=0.919; TLI=0.911; RMSEA=0.041 0.037–0.044 – 90% confidence interval, p(0.05)=1.000; SRMR=0.048; χ2=5888.338, df=465, p=0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output=input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers.
•Teachers demonstrate creativity in five dimensions: motivation, originality, brainstorming, fluency, adaptability, and materials.•DI teachers proved their creativity in the subset of the person by ...optimizing pre-teaching sessions.•Teachers used creative tasks to spark students' original, novel ideas.•Questioning and guessing help teachers brainstorm students’ learning needs and interests.•Proficient and adaptable teachers boosted student productivity through project-based activities.
The emergence of social, technological, and other aspects of life leads to increasing complexity in EFL instruction, requiring teachers to modify their instructions and accommodate students' learning needs through differentiated instruction (DI). DI requires that teachers diversify their instruction to optimize it. However, many teachers regard DI as challenging, requiring advanced teaching skills and creative thinking. Thus, this qualitative study aimed to investigate how teachers express their creativity in DI education and which areas of creativity need to be addressed. The data was collected by observing teaching performances and interviews with six Indonesian EFL secondary school instructors. The DI-Quest instrument was used for observation, and the English Language Teaching Creativity Scale (ELT-CS) was used to build the interview guide. The findings revealed diverse types of creativity in five dimensions: motivation, originality and elaboration, brainstorming, fluency and flexibility, and press and materials. However, teachers experienced difficulties articulating the creative aspect of autonomy in DI classrooms. Some pedagogical implications are addressed, particularly in teacher professional development programs.
Differentiated Instruction is basically an action between which teachers increase studying by going with college students signalizes to instruction and estimation. It means various instructional ...strategies that address various students' learning needs. The College students come to college with a large variety of background knowledge, language and past schooling experience with the individual difference. The Students are expected to learn the syntactic functions of words. This research paper is to investigate the benefits of introducing differentiated education. It helps to mobilize inservice teachers, enhance their presentation and encourage positive point of view and beliefs among apprentice and tutors in higher education.
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed ...published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active learning, collaboration and reflection and were often longitudinal, comprehensive and addressed attitudes, knowledge and skills. Contextual (school) factors acted as facilitators and impediments to program efficacy. Balancing school ambitions with realistic expectations is a concern. Educational and policy implications are further discussed.
PDF
