Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles

Gheyssens, Esther; Coubergs, Catherine; Griful-Freixenet, Júlia; Engels, Nadine; Struyven, Katrien

doi:10.1080/13603116.2020.1812739

Cited by 45 publications

(39 citation statements)

References 21 publications

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“…Schwab et al (2019) asserted that inclusion reduces barriers to participation and requires teachers to adapt to learners' needs. DI implementation and use have been criticised, with Gheyssens et al (2020) arguing teachers feel stressed by the pressure to create inclusive classrooms. The problem is exacerbated by teachers having no time to make the required changes (Yngve et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Porta

Todd

2022

The Curriculum Journal

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There is a paucity of research around Differentiated Instruction (DI) in Australian senior secondary education even though this approach has been shown to have the potential to cater for diverse learning needs in inclusive classrooms in other school contexts. Investigating how DI is understood and implemented by teachers in a senior secondary context will allow for a deeper insight into, and possible improvement in, teachers' knowledge and use of the DI approach. This qualitative study focussed on how four teachers from one school viewed DI and how they employed and documented DI practices in their senior secondary classrooms when catering for the needs of diverse learners. The teachers noted positive outcomes such as happy students and a sense of fulfilment for the teacher, as well as enablers for implementing DI effectively, including teacher collaboration and reflection. Challenges to effectively implementing DI were mentioned, such as a lack of time and large class sizes.

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Section: Introductionmentioning

confidence: 99%

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Porta

Todd

2022

The Curriculum Journal

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“…Ferguson-Patrik (2020) emphasizes the need for cooperative learning, describing the practice of inclusive education in Switzerland and England. Research on the specifics of teachers' practical experience for its effective application in the framework of inclusive education is actively conducted in the West (Gheyssens et al, 2020). The study of foreign experience allows us to analyse the possibility of applying certain principles of differential education in Ukraine.…”

Section: Discussionmentioning

confidence: 99%

Tecnología pedagógica en la enseñanza de niños con necesidades educativas especiales en el contexto de la educación inclusiva

et al. 2022

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El objetivo de este artículo fue probar la efectividad del modelo horizontal de implementación de tecnologías pedagógicas para la enseñanza de alumnos de primer grado con trastornos del espectro autista en el proceso de educación inclusiva. El estudio fue una forma de experimento que duró un año con la participación de clases de control y experimentales con alumnos con trastornos del espectro autista. El estudio involucró métodos tales como evaluación experta de programas de aprendizaje diferenciados, llevar un diario de la observación de las actividades de aprendizaje de los niños, presencia de un psicólogo tutor y un maestro de escuela primaria. Se aplicó el método de observación por un psicólogo práctico de la institución utilizando los criterios de manifestaciones emocionales, motivacionales y sociales de la conducta. Además, se recopilaron las características psicológicas de los alumnos de las clases de control y experimentales al inicio y al final del estudio. En el curso del experimento se utilizaron métodos de aprendizaje diferenciado como iconos, telarañas semánticas, “guiones gráficos” del texto en componentes de la trama. Con base en los resultados del estudio se encontró que la introducción de tecnología pedagógica horizontal dentro de la institución educativa tiene un efecto positivo en la motivación y adaptación social de los alumnos con necesidades educativas especiales en comparación con los resultados obtenidos en la clase control. En consecuencia, se puede concluir que la práctica del aprendizaje diferenciado necesita un mayor desarrollo y adaptación.

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“…Moreover, in some educational contexts, the problem and lack of implementation of DI in a classroom relate to the instructors" limited knowledge of differentiated instruction and its application resulting in poor practice (Melese, 2019). In other cases, Gheyssens et al (2020) found that some instructors may show hindrances preventing them from implementing DI practices in their classrooms. Some problems they mentioned were lack of student response to their efforts, doubts about their efforts and, some instructors reported, that they do not believe that there are benefits to the students from DI.…”

Section: Previous Related Workmentioning

confidence: 99%

Did they Manage to Meet Students’ Needs? English Language Instructors’ Experiences of Remote Instruction Differentiation

Alzahrani¹,

Zamakhshari²,

Elshemy³

2022

WJEL

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The COVID-19 pandemic has impacted English language teaching (ELT) in many ways, and it has pushed language educators to the limit. Due to the shift to virtual education, the non-mediated in-person support that many instructors used to acknowledge their students’ needs, is no longer available. A question of significant relevance to this ongoing emergency shift is: How do English language instructors differentiate remote instruction? Differentiated Remote Instruction (DRI) is the pedagogical approach that is needed for successful e-learning and remote teaching. Guided by three main research questions, this study examines the adoption and challenges of differentiated remote instruction (DRI) in online classrooms by English language college instructors during COVID-19 in the Saudi context. The study adopted a mixed-methods approach, and the examination is based on online surveys filled out by 172 English language instructors and a thematic analysis of six semi-structured interviews. Analysis has yielded interesting findings on the differentiation practices and challenges among virtual language instructors. Findings show that there are some factors related to 1) students; 2) instructors; and 3) technological issues that affect and challenge the implementation of DRI in EFL virtual classrooms. Moreover, despite the DRI challenges faced by the EFL instructors, they did attempt to find methods to deal with them. These methods were related to effective teaching through online platforms (LMS), early diagnosis and interventions for problem and weak learners, specific tailoring of lessons and activities, and dedicating one-on-one online sessions for students in need.

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Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles

Cited by 45 publications

References 21 publications

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school

Tecnología pedagógica en la enseñanza de niños con necesidades educativas especiales en el contexto de la educación inclusiva

Did they Manage to Meet Students’ Needs? English Language Instructors’ Experiences of Remote Instruction Differentiation

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