How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

Abstract

This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P–12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI, key barriers and facilitators, and how changes in teacher practices across studies did not lead to a common definition of DI. Extracted data were analyzed by study type, DI purpose, theoretical framework, research questions, methodology, analysis method, expected/reported change in teacher practice, expected/reported impact on student learning, key barriers, facilitators, contextual factors, and implications for teaching and research. Findings demonstrated how the many different frameworks used to define DI shaped a variety of changes to teacher practices and roles. The purpose of DI varied widely from a systematic response to policy to informal teacher perception of student differences. Barriers included the DI decision source (institution vs. teacher). Facilitators focused on teacher view of time, resources, control, and dispositions toward differences and ambiguity. The need for systematic replicable studies with greater methodological rigor is discussed and a more integrative definition of DI focused on teacher instructional reasoning and decision making is proposed for future research.

Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis

“…Based on the recognition of the plurality of students within a class community, this requires the teachers' didactic reactions and adaptations to students' individual needs. Accordingly, a methodological shift from the traditional 'one-size-fits-all' model to individualised teaching and learning in response to heterogeneity offers a starting point for educational equity in the school context (Bondie, Dahnke, and Zusho 2019).…”

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

“…Our findings concur with observations made by Bondie et al . 's (2019) review of 28 studies originating in the United States but extends existing research by taking a deeper look at questions of research design and rigour.…”

“…For this reason, the international promotion of approaches such as differentiation since the CRPD came into force is encouraging. However, this promotion has also led to an expanding array of loosely defined concepts, beliefs and strategies which are euphemistically described as differentiation (Bondie et al ., 2019), but which are antithetical in practice. For example, the term structural differentiation really means ability streaming (Liem et al ., 2013), which is an approach to managing diversity by year‐level and between‐class ability grouping (Steenbergen‐Hu et al ., 2016).…”

“…In a recent review of 28 studies on differentiation conducted in the United States, Bondie et al . (2019) identified the use of inconsistent definitions of differentiation as a key challenge affecting both research and practice. Given the looseness of terminology and the appropriation of the word ‘differentiation’ to describe incompatible practices, such as ability streaming and segregation, it is difficult to know what is being implemented in the name of differentiation or indeed what is being researched internationally.…”

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

“…It also occurred in the mathematics classroom because the teachers use the same method for all students' type. On the other side, it can be sure that one size teaching instruction can't be fit for all kinds of students (Bondie, Dahnke, & Zusho, 2019;Borja, Soto, & Sanchez, 2015;Magableh & Abdullah, 2020). Today, students with different needs have to stay in the same classroom to gain the same goals in the learning process (Fountas & Pinnell, 2018;Morgan, 2014).…”