Outline of Presentation

1- Introduction
2- Background of Differentiated Instructions
3- Tomlinson’s Model of Differentiated Instruction
4- Literature Review
5- Researches supporting Use of Differentiated Instructions
6- Strategies for Differentiated Instructions
7- Practical Implementation in Teacher Education
8- Use of Differentiated Instructions in Global and Local context
9- Challenges of Differentiated Instructions
10- Conclusion
11- References
Introduction
• Differentiation means to alter instruction to meet individual needs.
• Differentiation involves the efforts of teachers to respond to
differences among learners in the classroom (Smets, 2017).
• Teacher is differentiating instruction whenever she is reaching to
individual or small group to create learning.
• Teachers can differentiate at least four classroom elements based on
student readiness, interest, or learning profile (Tomlinson, 2005).
Background of Differentiated Instruction
• The history of differentiated instruction times back to the 1600s
when one room school houses were the essential.
• In this setting, one teacher was responsible for educating students in
a wide range of grades and ability levels.
• One room, one teacher, no technology.
• By 1919, there were around 190,000 one room schoolhouses
functioning in the United States (Smets, 2017).
• The broader range of abilities that were present in these schools do
exist in our standard classrooms today.
Cont….
• Teachers have been working hard to differentiate instruction in mixed
ability classrooms since long (Smets, 2017).
• With the introduction of achievement tests by 1912, it was found that
the gaps in children’s abilities were much greater than realized.
• By the mid 20th “Winnetka Plan” and others like it spread and it began
to look like schools would begin to fit their teaching to the students.
• Project Method derailed the “Winnetka Plan” (Oaksford & Jones,
2001).
Literature Review
• New evidence appears regularly to support the premise that not all
children learn in the same way (Guild, 2001).
• Models of education grounded on learning styles have prepared
teachers with the ability to plan their lessons and their curriculum,
bearing in mind how students can best learn (Strong et al., 2001).
• Fine (2003) described a significant increase in the test scores of
students on special education programs, after their favored learning
style was incorporated into the instruction.
• Performance of students were considerably improved when they
were instructed through learning style approaches instead of
traditional teaching methods.
Cont…
• According to Kamran, Munir, & Wattoo (2019) students taught via
differentiated teaching have more power of retention than the students
taught via traditional teaching methods.
• Rooted in Gardner theory of multiple intelligence.
• Gardner’s theory of the multiple intelligences is a departure from the view
that intelligence is a single, measurable unit (Gardner, 1999).
• Gardner’s theory focuses on eight intelligences, while highlighting the need
for problem-solving.
• An instructional technique or program that is heavily reliant on one of the
intelligences, minimizes opportunities for students who may not possess a
tendency to learn in this way.
Researches supporting Use of Differentiated
Instructions
• Johnsen (2003) conducted a study using undergraduate teachers
differentiating instruction to suit different ability levels.
• Study showed the use of differentiated techniques proved to be
engaging and provide satisfying experience for the student teachers.
• McAdamis (2001) stated significant improvement in the test scores of
low-scoring students in the Rockwood School District (Missouri).
• Affholder (2003) concluded that teachers who used these strategies
more rigorously showed improved individual perception and
willingness towards new instructional approaches.
Strategies for Differentiated Instructions
According to Guido (2016) following are the best suitable strategies for
differentiated Instructions
• Group Students with Similar Learning Styles
• Target Different Senses Within Lessons
• Use the Think-Pair-Share Strategy
• Implement Reflection and Goal-Setting Exercises
• Create Learning Stations
• Interview Students
• Flipped learning
Implementation in Teacher Education
• The introduction of differentiated instruction is often a long and
difficult process that requires a lot of time (Smets, 2017).
• It is difficult to prepare teachers for this demanding task (Kamran,
Munir, & Wattoo, 2019).
• Intense professional development is needed for beginning teachers to
enable teachers to respond to differences in the classroom.
• Even experienced teachers do not always feel well prepared to
engage in differentiated instruction (Smets, 2017).
Cont….
• A teacher can used Kolb’s learning styles theory.
• The teacher in relation to his/her students asked students whether
this approach is a good idea.
• Based on this insight the teacher broadens her approach.
Use of Differentiated Instructions in Global and
Local context
• Ministry of Education Malaysia has launched Differentiated Teaching
and Learning to be implemented in the public schools across the
country (Kamarulzaman, Azman, & Zahidi, 2017).
• Earlier used for gifted learners but now usually used for all learners.
• The study found that although, teachers in primary schools are using
differentiated instructions but not to the degree of satisfaction
(Hassan, Kazim, & Parveen, 2019).
• They need more knowledge and orientation to understand the need
and importance for using differentiated instructions in their
classrooms.
Challenges of Differentiated Instruction
• The complex nature of differentiation has led to confusion,
misinterpretation and frustration in its implementation (Kamarulzaman,
Azman, & Zahidi, 2017).
• Educators incorrectly think that differentiation means teaching everything
in at least three different ways that a differentiated classroom functions
like a dinner buffet.
• This is not differentiation nor is it practical.
• Differentiated instruction needs more work during lesson planning, and
many teachers struggle to find the extra time in their schedule.
• The learning curve can be rapid whereas various schools lack professional
development resources (Tomlinson, 2005).
Conclusion
• Differentiated instruction is a useful teaching approach to address
changing educational stages of students.
• It is obvious that all students are different and this generates the
need for all teaching to be differentiated.
• Multiple intelligence allows a broader range of students to effectively
participate in classroom learning.
• Effective practice of differentiated instruction yields students having
greater sense of self-efficacy and desire for learning.
• It must be eagerly available and regarded as a valuable teaching
strategy in today’s educational context.
References
• Affholder, L. P. (2003). Differentiated instruction in inclusive elementary
classrooms. Unpublished EdD thesis. University of Kansas, Kansas.
• Fine, D. (2003). A sense of learning style. Principal Leadership, 4(2), 55-60.
• Gardner, H. (1999). The Disciplined Mind: What all Students Should Understand.
New York: Simon and Schuster.
• Guild, P. B. (2001). Diversity, Learning Style and Culture. New Horizons for
Learning.
• Guido, M. (2016). 20 Differentiated Instruction Strategies and Examples.
Retrieved from https://www.prodigygame.com/main-en/blog/differentiated-
instruction-strategies-examples-download
• Hassan, M., Kazim, B., & Parveen, I. (2019). Teachers’ Practices of Differentiated
Instructions, Fair Interactions and Fair Assessment of Students in Sargodha.
Journal of Educational Sciences & Research Spring-2019. 6(1). 47-62.
Cont…
• Johnsen, S. (2003). Adapting instruction with heterogenous groups. Gifted Child
Today. 26(3), 56.
• Kamarulzaman, M., Azman, H.,& Zahidi. (2017). Differentiated Instruction
Strategies in English Language Teaching for Gifted Students. Journal of Applied
Environmental and Biological Sciences. 7(1). 78-90
• Kamran, M., Munir, N., & Wattoo, R. (2019). A Comparative Exploration of the
Effect of Differentiated Teaching Method vs. Traditional Teaching Method on
Students’ Learning at ‘A’ level. Global Social Sciences Review. 4(I). 61 – 66.
• McAdamis, S. (2001). Teachers tailor their instruction to meet a variety of student
needs. Journal of Staff Development, 22(2), 1-5.
• Oaksford, L. and L. Jones. (2001). Differentiated Instruction Abstract, Tallahassee,
Florida: Leon County Schools.
• Strong, R. W., Silver, H. F., and Perini, M. J. (2001). Making students as important
as standards. Educational Leadership, 59(3), 56-61.
Cont….
• Smets, W. (2017). High Quality Differentiated Instruction – A Checklist
for Teacher Professional Development on Handling Differences in the
General Education Classroom. Universal Journal of Educational
Research 5(11): 2074-2080. DOI: 10.13189/ujer.2017.051124
• Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good
practice? Theory into Practice, 44(3), 262-269.