Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

Gibbs, Kathryn

doi:10.1007/s13384-022-00551-2

Cited by 14 publications

(10 citation statements)

References 34 publications

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“…Teachers believe that they are differentiating well, when they are in fact only differentiating for select groups of students. It has been established that ongoing PD in DI is crucial for teachers in implementing DI (Gibbs, 2022; Jarvis et al., 2016; Porta et al., 2022). This research supports this premise, further adding that ongoing PD needs to also ensure that DI is conveyed as a practice for all students, not just select groups of students with additional needs, to avoid DI being misrepresented.…”

Section: Discussionmentioning

confidence: 99%

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Porta,

Todd,

Gaunt

2024

British Educational Res J

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Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers’ perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed.

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Section: Discussionmentioning

confidence: 99%

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Porta,

Todd,

Gaunt

2024

British Educational Res J

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“…This form of instruction has been promoted as an approach that serves the needs of highability students in particular (Archambault, et al, 1993;VanTassel-Baska et al, 2002). While it is crucial to tailor education to each child (Tomlinson, 2017), achieving effective differentiation can be challenging (Dixon et al, 2014;Eikeland & Ohna, 2022;Gibbs, 2022). Gibbs (2022) examined the challenges faced by Australian educators in implementing differentiated instruction in a large secondary school.…”

Section: Providing An Appropriate Gifted Educationmentioning

confidence: 99%

“…While it is crucial to tailor education to each child (Tomlinson, 2017), achieving effective differentiation can be challenging (Dixon et al, 2014;Eikeland & Ohna, 2022;Gibbs, 2022). Gibbs (2022) examined the challenges faced by Australian educators in implementing differentiated instruction in a large secondary school. Teachers cited limited resources, student behavior issues, and inadequate planning time as barriers.…”

Section: Providing An Appropriate Gifted Educationmentioning

confidence: 99%

Irish teacher practice of differentiation for gifted students

Hinch,

Cross,

Cross

et al. 2024

Gifted Education International

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In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' ( N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers’ sense of efficacy, particularly for instructional strategies.

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“…Although the concept of differentiated instruction is widely recognized, teachers may find it difficult to implement it due to lack of time and insufficient resources (Gibbs, 2023). This article delves into the applicability of ChatGPT to facilitate differentiated instruction.…”

Section: Introductionmentioning

confidence: 99%

Utilizing ChatGPT to Implement Differentiated Instruction

2024

International Journal of Chinese Language Teaching

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The study explores the potential of using ChatGPT in facilitating differentiated instruction, focusing on its ability to assess Chinese learners' language abilities, produce materials in different genres and at different levels, create teaching tasks, and simulate assessments. The correlation was calculated between the original scores and ChatGPT-generated scores of forty-five randomly selected HSK test writing samples. Additionally, ChatGPT's ability to generate diverse materials was tested by simulating thirty texts across various genres and levels. The study also examined ChatGPT's capability in creating a range of tasks and assessments.The result showed a significant correlation between the original scores and those generated by ChatGPT, indicating its ability as a useful tool to measure learners' language performance. ChatGPT demonstrated efficacy in generating materials spanning different genres and difficulty levels, aligned with the CEFR benchmarks. Given specific and well-structured prompts, ChatGPT proved adept in tailoring tasks and assessments. Further research is crucial to understand the application of ChatGPT in differentiated instruction.

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Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school

Cited by 14 publications

References 34 publications

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction

Irish teacher practice of differentiation for gifted students

Utilizing ChatGPT to Implement Differentiated Instruction

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