Differentiated instruction in small schools

Smit, Robbert; Humpert, Winfried

doi:10.1016/j.tate.2012.07.003

Cited by 152 publications

(164 citation statements)

References 30 publications

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“…Previous research in the field of differentiated instruction has mainly focused on the classroom level (see e.g., De Neve, Devos, & Tuytens, 2015;Humphrey et al, 2006;Smit & Humpert, 2012), and has put forward four components to describe how instructors match their classroom instruction to students' individual differences: content, process, product, and affect (Tomlinson, 2001;Tomlinson & Imbeau, 2013). First, content is defined as the information and ideas that students need to acquire in order to reach learning goals (Tomlinson & Imbeau, 2013).…”

Section: Differentiated Instruction Through Blended Learningmentioning

confidence: 99%

The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Boelens

Voet

Wever

2018

Computers & Education

236

109

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The design of blended learning in response to student diversity in higher education:Instructors' views and use of differentiated instruction in blended learning. AbstractThe implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific attention for the diversity of this group, and how to cater individual needs, is still scarce. Therefore, this study explores instructors' strategies for and beliefs about differentiated instruction in blended learning, together with how the differences between instructors can be explained. A total of 20 instructors working in two adult education centers participated in semi-structured interviews focusing on their (a) use of strategies for differentiated instruction, and (b) beliefs about designing blended learning to address student diversity.The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development. In addition, three instructor profiles about designing blended learning to address student diversity emerged from the data: (1) disregard: instructors considered no additional support in the blended learning arrangements to match students' needs, (2) adaptation: instructors believed that increased support in the existing blended learning arrangements was sufficient to match students' needs, and (3) transformation:instructors thought that blended learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the students. The results show that half of the instructors considered a transformation of their blended learning arrangements in response to student diversity.Furthermore, instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work. A major implication of these findings is that professional support focusing on instructors' beliefs is of crucial importance to unlock blended learning's full potential. As such, it is important for organizations to develop a clear stance on this issue, which pays explicit attention to responding to learners' needs in blended learning contexts.

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Section: Differentiated Instruction Through Blended Learningmentioning

confidence: 99%

The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Boelens

Voet

Wever

2018

Computers & Education

236

109

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“…The introduction of differentiated instruction is often a long and difficult process that requires a lot of time [5,30]. As a consequence it is not easy to prepare teachers for this difficult task.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

“…The cyclical process of differentiated instruction [10], adapted from Oaksford and Jones [11] The comprehensive character of differentiated instruction makes it sensitive to critique as it is difficult to state whether DI is an effective classroom practice. Research on effectivity of DI is scarce and focuses on elements of the construct rather than on the construct as a whole (Firmender, Reis, & Sweeny, 2013; Riviou & Kouroupetroglou, 2014; Smit & Humpert, 2012). The concept of differentiated instruction has until now not been going through academic effectivity research.…”

Section: Introductionmentioning

confidence: 99%

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

Smets¹

2017

ujer

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This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how to implement differentiated instruction in a research-informed way. We sought answers in meta-analyses on effective teaching practices. To investigate accordance between this literature and two models for DI, all elements in these models were operationalized. We scrutinized whether the operational elements in these models are characterized by effectivity as effective teaching practices. The result is an evidence-informed checklist that helps teachers who want to apply the concept of DI in their practice which consists of three sets of criteria: (1) the teachers in relation to the students; (2) the teacher and the learning goals; (3) the teacher and the lesson design. The checklist clearly indicates that DI requires a repertoire of teaching methods. Most elements mentioned in both models for DI are supported by evidence-based research, however the application of flexible grouping and the use of learning styles for DI are discussed. This checklist may aid teachers to assess and improve their own teaching practice.

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“…Many teachers experienced difficulty in implementing the principles of DI within their repertoire of instructional strategies, because, in addition to insufficient teacher training and preparation, the implementation of DI is often hindered by a lack of support and encouragement from their immediate superior in utilizing DI (Holloway, 2000, cited by Smit & Humpert, 2012).…”

Section: Discussionmentioning

confidence: 99%

A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

MAGAYON

Tan

2018

pijss

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Differentiated instruction in small schools

Cited by 152 publications

References 30 publications

The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

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