differentiated instruction scholarly articles

Table 1. All interviews were recorded and transcribed. The reviewed instruments focus on “adapting instruction and activities”, and within this category we distinguished the adaptation of the following specific aspects: grouping, materials, assignments and tasks, pace and provided learning time, questions, classroom activities, and instruction. Three of these categories concern differentiation prior to instruction. However, items assessing this match explicitly are lacking. Tomlinson and Imbeau (2010) have stated that “the core of the classroom practice of differentiation is the modification of four curriculum-related elements – content, process, product, and affect – which are based on three categories of student needs and variances – readiness, interest, and learning profile” (p. 15). The aim of this study was to investigate the effect of Differentiated Instruction on the academic achievement of Senior Secondary One biology students. Reviewing literature on differentiation instruments revealed that they primarily focus on the adjustments that can be made in the classroom. Based on the sequence, an overview was made of the factors that make differentiation easier or more complex during a plenary discussion. The teacher adapts the assignments and processes to the relevant differences between students, During my lessons, different students work on different tasks with a different level of difficulty, I adapt the pace of instruction to the needs of the students, Class time is used flexibly according to students’ needs – Class time is inflexible, By posing different questions, I can test understanding at various levels, Questioning is planned strategically and adjusted spontaneously, How difficult is: adapting classroom activities based on students’ interests, I adjust different types of practice to the needs of the students in the classroom (e.g., having a specific child complete exercises on the computer because this child learns more in this way), Teacher accommodated individual or subgroup differences, I regularly provide high-achieving students with additional instruction or guidance at their level, in a group, or individually, Step 2: Identify knowledge representations, Step 3: Apply focused knowledge elicitation methods, Semistructured interviews based on classroom observations in Step 1 (stimulated recall), Iterative qualitative analysis of data from observations, interviews, expert meeting with teachers, Step 5: Format results for intended application, At a later stage, the results will be used to design a teacher training program. Tomlison (2001 cited in Hall, Strangman, & Meyer, 2003) states, differentiated instruction (DI) is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse learners in classrooms. After this, parts of the texts from the transcribed interviews were linked to constituent skills within that stage. We therefore suggest the programmatic assessment approach (Van der Vleuten et al., 2012), which implies that expert judgement plays an important role and that multiple (low-stake) assessments can be aggregated to come to an overall decision. He is a trained primary and secondary teacher and a … This was done through classroom observation during mathematics lessons, followed by semistructured interviews (Step 3 according to Clark et al., 2008), and, after all observations and interviews had been conducted, a joint expert meeting was held with these teachers (Step 4 according to Clark et al., 2008). Cognitive task analysis is a technique used to identify, analyze, and structure the skills and knowledge used by experts during the performance of a complex task (Clark, 2014). In order to depict this complexity, a cognitive task analysis (CTA) of the differentiation skill was performed. Depending on the goal of the assessment, feedback based on the insights from these different sources and assessors can be shared with the teacher. The goal of this meeting was twofold. 0000002263 00000 n 0000003856 00000 n Assessing differentiation adequately will therefore require information from multiple sources, as well as much time and effort from skillful assessor(s). Ideally, teachers should not use a one-size-fits-all basis but differentiate instruction activities deliberately so that students receive instruction that matches their needs (George, 2005). Differentiated instruction is a term that has been developed by Carol Ann Tomlinson (2001) to mean “the process by which In order to gain more insight into how these instruments aim to measure adapting instruction, we manually coded each item according to the content that it suggests should be adapted. The international literature on assessing teachers’ differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-difficulty instruments to student questionnaires. The evaluation of the relationship between the instruction provided and student characteristics (what they need) is lacking in existing instruments. 1. Her research interests include at-risk youth, differentiated reading instruction, and gifted education. In this hierarchy, the relationship between the preparation of a lesson period, a lesson, the enactment of a lesson, and the lesson evaluation is essential for differentiating instruction during a lesson. This relationship between the goals, students’ needs, and the provided instruction is reflected in the skill hierarchy. %PDF-1.3 %���� No potential conflict of interest was reported by the authors. Summer DI Readings List: 150+ Seedlings for Growing Stronger Learners: Browse a bountiful reading list as you plan your garden of differentiated-instruction methods and strategies for the year. Step 1, collecting preliminary knowledge required for conducting the CTA, encompassed a literature study on differentiation, and focused on inventorying real-life situations and tasks requiring teacher differentiation skills through classroom observation and interviews. From the performance objectives, it is clear that there is not one “successful strategy” that can be applied to differentiate properly. We grouped these scales and factors into six overarching categories. This information was extended with the systematic approaches as described by the teachers during the expert meeting. What differentiated instruction means. '�4B� The focus here was on how differentiation was performed in practice. After all, teachers need this knowledge across all stages and teachers can probably not make the right decisions when they lack proper knowledge and deep insights on the subject they teach. Teachers describe their overall instructional approach in an instructional plan for this lesson period. Research by the Dutch Inspectorate of Education (Inspectie van het Onderwijs, 2014, 2015a, 2015b) showed that teachers insufficiently adapt their instruction to student differences. (2015) and Corno (2008), we can conclude that the operationalizations of differentiation in previous studies, although informative, do not provide much insight into the acting and reasoning of teachers who differentiate instruction well. Penerapan Differentiated Instruction dalam Meningkatkan Pemahaman Konsep Matematika Siswa Kelas 2 SD (Sion Stepani Simanjuntak,Tanti Listiani) 136 Differentiated Instruction juga digambarkan sebagai suatu strategi yang berbasis pada guru dan berpusat pada siswa, di mana guru memegang peran penting dalam merancangkan pembelajaran yang dapat Registered in England & Wales No. Also, two student questionnaires were included. Furthermore, students’ perceptions about the match between the instruction activity and their learning can provide information about the quality of the match, and students can be asked about their perceived self-regulation. Characteristics of expert teachers at the time of the classroom observation. The classroom observations were used as a basis for the interviews and were therefore not analyzed. As mentioned previously, differentiating is a complex skill. Knowledge about the subject (mathematics, in our study) was regarded as important during all phases of differentiation: for setting proper goals, for connecting to students’ prior knowledge, and for identifying students’ zones of proximal development (ZPD) and adjusting instruction to fit this ZPD. Basic pedagogical skills such as classroom management skills and ensuring a safe climate can be regarded as prerequisites for differentiation. Principles of differentiated instruction and universal design for learning, as well as the methodology and strategies inherent in our collective knowledge base of English language acquisition and special education, have the potential to provide a useful combination of theory and practice to support successful student achievement. With what goal?”; “What are you doing with the information you obtain from X?”; “X happens, what did you do based on that?” (Vallacher & Wegner, 1987). No matter how you slice it, differentiated instruction is going to add to that workload, at least in the beginning. Teachers generally prepare a lesson period of 6 to 12 weeks. Parsons et al. These objectives specified the desired performance, including the integration and coordination of constituent skills. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. Making a Difference Means Making It Different (2000), differentiated instruction can only truly occur if the teacher possesses a deep knowledge of the reading pro- cess, an understanding of the strengths and needs of her students, and the ability Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Horizontally adjacent constituent skills have a temporal relationship, implying that they can be performed subsequently, simultaneously, or in a random order. By means of the CTA we performed, we gained valuable insights into the complexity of differentiation, and the differentiation performance objectives now provide a basis for a framework for developing assessment instruments to capture this complexity. by Robi Kronberg. Moreover, the required constituent knowledge was identified, as well as the factors contributing to the complexity of executing the task. First, the researchers independently indicated which stage of task execution a fragment referred to (preparation of the lesson period, lesson preparation, enactment of the lesson, lesson evaluation). Capturing the complexity of differentiat .... : Teaching quality from a conceptual and a methodological perspective, Differentiation as part of teaching quality, https://doi.org/10.1080/09243453.2018.1539013, https://www.rug.nl/research/portal/files/14812458/bosker.pdf, https://www.rijksoverheid.nl/binaries/rijksoverheid/documenten/rapporten/2015/04/15/de-staat-van-het-onderwijs-onderwijsverslag-2013-2014/de-staat-van-het-onderwijs-onderwijsverslag-2013-2014.pdf, https://www.ou.nl/Docs/ICO/Oratie_Van_Merrienboer.pdf, Flexible grouping is used (e.g., heterogeneous, homogeneous, cross-age, between-class, within-class), Varied student groupings: individuals, pairs, small groups, How difficult is: using different materials for struggling learners. 0000073715 00000 n 0000001286 00000 n On the one hand, this is about knowing their levels of achievement: the level at which they are and the problems they encounter when learning math. Within these items, we noticed several recurring themes. During the lesson, teachers should monitor and diagnose student progress, and adapt instruction and activities accordingly. Dr John Munro is Head of Studies in Exceptional Learning and Gifted in the Graduate School of Education at the University of Melbourne. Step 5, finally, did not play a role yet. Within each of these stages, several constituent differentiation skills can be distinguished, as depicted in Figure 1. O{ 3099067 Differentiating by Giving Choices The best way to differentiate instruction is to give students a choice in how they show their learning. During the first step of the CTA, two subsequent mathematics lessons of eight teachers were videotaped. However, the question remains as to whether the use of these instruments really provides insight into the nature of differentiation. The expert group consisted of experts on the pedagogy of mathematics (educational consultants and researchers), professionals who provide training courses in differentiated instruction (teacher trainers and educational consultants), experts who study differentiation (researchers), and those who evaluate differentiation (school inspectors). Such knowledge supports the teacher in the performance of all differentiation constituent skills. A more detailed analysis of the distribution of items across these scales and factors showed that adapting instruction proved to be the major focus of the instruments we studied involving 124 out of 294 items. Next to analyzing student work, a teacher gains insight into these kinds of instructional needs by observing students during class and by asking them questions. In addition, we studied how the opinions of subject-matter experts differed from teachers’ opinions. 0000003102 00000 n articles,, characteristics for learning (tomlinson, 2005b) and provide them with a method for academic improvement or written articles on differentiated instruction)?. Differentiation skill hierarchy. Van der Vleuten (2016) states: “any single assessment method can never be perfect on all criteria and in reality assessment always involves a compromise” (p. 885). Table 2 presents how the steps described by Clark et al. The factors were grouped and reduced to five overarching complexity factors. 0000007594 00000 n For example, the performance objective for “provide instruction matching needs” (see Figure 1) is an extensive description: For every instruction activity, the teacher deliberately provides instruction matching the students’ level of achievement and instructional needs (the latter as determined when the lesson period and the lesson were designed/prepared). My teacher helps me with materials that are on my level. However, specific indicators used to compute these scores were lacking, so in our overview we included the more general DI dimensions Vogt and Rogalla (2009) provided. As is for the majority of primary school teachers in The Netherlands, these expert teachers taught mathematics based on instructional plans in which they describe the instructional approach they planned to follow for several ability groups (Inspectie van het Onderwijs, 2010). On the basis of this ranking, we identified the following complexity factors: the content of the lesson (goal and topic), group composition (diversity, number of grades, and students with special education needs), school support (collaboration and facilities), curriculum material (suggestions for remediation and materials), and data regarding student achievement and progress (information richness, availability, and usefulness). s2�́� ��%��x�@�g1tiY�6E�Y��k�5�#P�"�C^r�O)��,Dpa��"�wI,r Instruction is explicitly focused on reaching the (adjusted) lesson goal with the students at whom the instruction is aimed. This is not an easy task; differentiated instruction (DI) is regarded as a complex teaching skill (Deunk, Doolaard, Smale-Jacobse, & Bosker, 2015; Van de Grift, Van der Wal, & Torenbeek, 2011). Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students' needs (Hall, Strangman, & Meyer, 2003). The scores on these tests were determined on several DI dimensions. This thorough analysis of the cognition and behavior of expert teachers in practice provides rich insights into the knowledge and constituent skills needed to be able to adapt instruction to student differences. It is therefore uncertain whether existing instruments fully capture the complexity of differentiated instruction and whether these instruments are suitable for determining a teacher’s quality in terms of providing DI. Furthermore, the performance indicators showed that effective differentiation is not only complex due to the interrelatedness of these chronological phases, but also because the core of differentiation is in deliberate and accurate choices. For example, it could be argued that knowledge about effective interventions is important as well. 0000000938 00000 n 0000073854 00000 n Furthermore, lesson content, instruction material, and the applied math strategies align with previous instruction and/or school policy. (2015) stated: “the key of successful differentiation may not merely be placing students in groups but actually adapting the teaching to the needs of different ability groups” (p. 49). Since differentiated instruction requires the adaptation to student differences, the assessor ideally should be able to evaluate whether observed adaptations meet the needs of different learners. The cognitive task analysis we performed resulted in a unique overview of constituent skills required for providing differentiated instruction. Differentiated instruction (DI) is a system that provides students with different avenues for acquiring course content so that all the students within a classroom can learn effectively, regardless of differences in … A CTA leads to an integrative, coherent description of the prerequisites for performing professional tasks adequately (Van Merriënboer, 2010). However, it remains uncertain what “high-quality” adaptations are, how this is enacted in classrooms, and what is required from teachers (Deunk et al., 2015; Park & Datnow, 2017). In accordance with Deunk et al. The subject-matter knowledge base is developed first during formal teacher training and is later developed on the basis of in-service experience. 0000004610 00000 n R. B urcu K aniskan is a PhD student in the Educational Psychology Department, Neag School of Education, University of Connecticut; e-mail: [email protected]. Four chronological differentiation stages can be distinguished that are closely interrelated: A teacher prepares a lesson (Stage 2) based on the evaluation of the previous lesson (Stage 4) and based on his preparation of the lesson period1 (Stage 1). Next, the subject-matter experts formulated performance standards for these crucial constituent skills. In order to obtain a clear picture of the concepts researchers focus on when measuring differentiation, we first studied the scales and factors (either predetermined subscales or factors based on factor analysis) as presented in the different studies. The researchers started by studying, summarizing, and sorting the information available from interviews and the expert meeting with teachers independently from each other. This article describes a case involving a child having difficulty learning and shows how differentiated instruction was used to help this student learn. The first questionnaire was designed by Nelson, Ysseldyke, and Christ (2015), which included five items on differentiated instruction and the second by Chamberlin and Powers (2010), containing 14 items that were used to measure perceived differentiation in college mathematics. In these interviews, 3 to 10 lesson fragments were reviewed and discussed. The second goal of the expert meeting was to identify teachers’ activities and decision-making processes during a differentiated mathematics lesson. However, the teacher also uses the acquired insights about students’ prior knowledge (e.g., during the introduction of the lesson) and the information (s)he continuously acquires by monitoring student progress (e.g., by asking questions and observing student behavior) in order to specifically match instruction with students’ estimated levels of achievement, prior knowledge, and/or level of understanding. The discussions in groups as well as the plenary discussions were audio-taped and transcribed. By means of stimulated recall, a retrospective approach that can be used for clarifying decision-making processes (Vallacher & Wegner, 1987), a semistructured interview was conducted after each classroom observation. Next, the subject-matter experts were consulted with the goal of verifying and expanding the data collected from teachers (Step 4 according to Clark et al., 2008). The design was (2015) appear to relate to this match, it is unclear how the observer or teacher would be able to indicate the appropriateness of the adaptation(s). This allowed us to obtain more insight into their differentiation approaches and strategies, their reasoning, and the constituent skills required for differentiating. Data collection and analysis were conducted iteratively in which each stage of data collection was followed by a (short) analysis providing input for the next stage. In Table 1, an overview of these categories and some examples from different instruments are presented. The representations refer to (a) a skill hierarchy in which all constituent skills and their mutual relationships are described, (b) an overview of the associated knowledge enabling teachers to execute these skills (cognitive strategies, mental models, and cognitive rules), and (c) factors related to complexity that are used to sequence differentiation tasks based on their complexity. The skill hierarchy and required knowledge can be used in the development of a professional development trajectory or the redesign of teacher training curricula. Differentiated instruction: theses database, expanded education academic of differentiated instruction. In order to obtain as much information as possible, the researcher could ask the teacher to elaborate. During the expert meetings, it was verified whether the interpretation of the data by the researchers was in line with the interpretations by the teachers and/or subject-matter experts. Data collection and analyses were carried out systematically, by means of member checking, that is, verifying the findings by presenting them to the participants in the study (Creswell & Miller, 2003; Stalmeijer, McNaughton, & Van Mook, 2014). On the other hand, such knowledge is about knowing the pedagogical needs of the students, their interests, peer relations, how to motivate each of them, and the kind of problem-solving strategies they will understand. By analyzing expert performance, we were able to capture the complexity of this task in practice, enabling us to design curricula and develop assessment instruments that truly relate to this practice. The sixth and final category consists mainly of general teaching quality dimensions such as creating a safe classroom climate and teaching relatively specific student skills such as critical-thinking or research strategies. The classroom observations and individual interviews at this step are the same as those in Step 1. For Step 3, applying elicitation methods, observations of lessons by expert teachers were used, followed by semistructured interviews with these teachers (stimulated recall), and combined with information from a joint expert meeting with them. The aim of this study was to gain further insight into how primary school teachers adapt their math instruction to student differences. (2018) stated that “researchers need to work on creating measures and presenting evidence that are valid and reliable” (p. 232) to measure adaptive instruction or differentiation. We use cookies to improve your website experience. The key to successful differentiation is not the application of strategies, but the actual adaptation of teaching to the thoroughly identified needs of all students. Furthermore, the relationship between those skills and differentiation could be investigated in more detail. Our analysis of various instruments identified six overarching categories of skills. Figure 1. The sixth category consists mainly of general teaching dimensions. with learning disabilities in inclusive classrooms including: co-teaching, differentiated instruction, and peer-mediated instruction and interventions. In addition to the expert teachers, 10 subject-matter experts were selected from the networks of the authors. Most of the teachers consider professional experience ending as the first didactic degree is obtained, not being aware of the effects of their field of profession- teaching children for the unknown future. From. After this trajectory, a comprehensive analysis was conducted, leading to the results presented in this paper. This is in line with the work of Parsons et al. H��W�rۺ}�W���Ho��T�qۜ�&[�>�� � E� iǟ��E��ko �E�t. We searched for a variety of studies that report the use of an instrument for assessing differentiated instruction, via Scopus, ERIC, and Google Scholar, but do not claim to present an exhaustive inventory of such instruments here. The researcher selected situations that appeared to require teacher differentiation skills. Systematic approaches and (especially implicit) strategies that teachers apply when they differentiate were gathered by means of an activity in which teachers used post-its to first describe and later sequence their actions during a lesson. Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. For this purpose, two groups of teachers described five authentic situations calling for teacher differentiation skills, sequencing them from simple to complex. Researchers at the National Center on Accessing the General Curriculum define differentiated instruction as a process to approach teaching and learning for students of differing abilities in the same class. The core of differentiation is in teachers’ deliberate and adequate choices concerning instructional approaches and materials, based on well-considered goals and thorough analyses of students’ achievement, progress, and instructional needs, combined with continuous monitoring during the lesson. A more thorough follow-up study into the range, depth, and types of knowledge would be worthwhile. (2006) stated that “it seems to be impossible to assess a competency using only one assessment method” (p. 154). Theory suggests the practice of inclusion is congruent with social justice, but evidence suggests mixed results regarding academic … A paradigm that is gaining ground in many educational circles is differentiated instruction. The next CTA stage was an expert meeting involving seven of the nine expert teachers. Based on the insights of this CTA, professional development trajectories can be designed and a comprehensive assessment instrument can be developed, enabling researchers and practitioners to train, assess, and monitor teaching quality with respect to providing differentiated instruction. 0000000787 00000 n In the retrieved studies, we mainly found instruments based on self-report regarding DI practice (Coubergs, Struyven, Vanthournout, & Engels, 2017; Prast, Van de Weijer-Bergsma, Kroesbergen, & Van Luit, 2015; Roy et al., 2013) and instruments for measuring the perceived difficulty of DI strategies (Gaitas & Alves Martins, 2017), teachers’ attitudes towards DI (Coubergs et al., 2017), and teacher self-efficacy regarding DI (Prast et al., 2015; Wan, 2016). We know that the assessment of professional competencies is very complex as a competency comprises the complex integration of knowledge, skills, and attitudes (Baartman, Bastiaens, Kirschner, & Van der Vleuten, 2006). Furthermore, several complexity factors are strongly interrelated. (2008) have been conducted in the present study. Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine. The procedure illustrated in this study can serve as an example for other studies on various complex teacher skills and in various contexts. The interviews were used for finding general themes and behavioral patterns mentioned by a sample of teachers. ���O����]BO���b�F�ö�Z���fstt4 ]&���$D�����QDr��lii���L��@Z���"��-L���v3^eX4�5�N�ƙ32�RX�fhb��p�A�L� ��� � ��`� endstream endobj 78 0 obj 256 endobj 59 0 obj << /Type /Page /Parent 43 0 R /Resources 60 0 R /Contents 70 0 R /MediaBox [ 0 0 595 842 ] /CropBox [ 0 0 595 842 ] /Rotate 0 >> endobj 60 0 obj << /ProcSet [ /PDF /Text ] /Font << /TT2 65 0 R /TT4 61 0 R /TT6 62 0 R /TT8 68 0 R >> /ExtGState << /GS1 73 0 R >> /ColorSpace << /Cs8 67 0 R >> >> endobj 61 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 169 /Widths [ 250 0 408 0 0 0 0 180 333 333 0 0 250 333 250 278 500 500 500 500 500 500 500 500 500 500 278 278 0 0 0 444 0 722 667 667 722 611 556 722 722 333 389 722 611 889 722 722 556 0 667 556 611 722 722 944 0 722 611 333 0 333 0 500 0 444 500 444 500 444 333 500 500 278 278 500 278 778 500 500 500 500 333 389 278 500 500 722 500 500 444 0 0 0 541 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 333 333 0 0 0 500 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 760 ] /Encoding /WinAnsiEncoding /BaseFont /MFPBCK+TimesNewRomanPSMT /FontDescriptor 63 0 R >> endobj 62 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 117 /Widths [ 278 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 278 0 0 0 0 0 0 667 0 0 722 667 0 0 0 278 500 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 556 556 500 556 556 278 0 556 222 0 0 0 0 556 556 0 0 333 500 278 556 ] /Encoding /WinAnsiEncoding /BaseFont /MFPBDL+ArialMT /FontDescriptor 66 0 R >> endobj 63 0 obj << /Type /FontDescriptor /Ascent 891 /CapHeight 0 /Descent -216 /Flags 34 /FontBBox [ -568 -307 2000 1007 ] /FontName /MFPBCK+TimesNewRomanPSMT /ItalicAngle 0 /StemV 0 /FontFile2 71 0 R >> endobj 64 0 obj << /Type /FontDescriptor /Ascent 891 /CapHeight 0 /Descent -216 /Flags 98 /FontBBox [ -498 -307 1120 1023 ] /FontName /MFPBBI+TimesNewRomanPS-ItalicMT /ItalicAngle -15 /StemV 0 /FontFile2 72 0 R >> endobj 65 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 122 /Widths [ 250 0 0 0 0 0 0 214 333 333 0 0 250 333 250 0 500 500 500 500 500 500 500 500 500 500 333 0 0 0 0 0 920 611 0 667 722 611 0 722 722 333 444 0 556 833 667 722 611 722 611 500 556 722 611 833 0 0 0 0 0 0 0 0 0 500 500 444 500 444 278 500 500 278 0 444 278 722 500 500 500 0 389 389 278 500 444 667 444 444 389 ] /Encoding /WinAnsiEncoding /BaseFont /MFPBBI+TimesNewRomanPS-ItalicMT /FontDescriptor 64 0 R >> endobj 66 0 obj << /Type /FontDescriptor /Ascent 905 /CapHeight 0 /Descent -211 /Flags 32 /FontBBox [ -665 -325 2000 1006 ] /FontName /MFPBDL+ArialMT /ItalicAngle 0 /StemV 0 /FontFile2 76 0 R >> endobj 67 0 obj [ /ICCBased 74 0 R ] endobj 68 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 146 /Widths [ 250 0 0 0 0 0 0 0 0 0 0 0 250 0 0 0 0 0 0 0 0 0 0 0 0 0 333 0 0 0 0 0 0 722 667 722 722 667 611 778 778 389 0 778 667 944 722 778 611 0 722 556 667 722 722 1000 722 722 667 0 0 0 0 0 0 500 556 444 556 444 333 500 556 278 0 556 278 833 556 500 556 0 444 389 333 556 500 0 500 500 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 333 ] /Encoding /WinAnsiEncoding /BaseFont /MFPBEN+TimesNewRomanPS-BoldMT /FontDescriptor 69 0 R >> endobj 69 0 obj << /Type /FontDescriptor /Ascent 891 /CapHeight 0 /Descent -216 /Flags 34 /FontBBox [ -558 -307 2000 1026 ] /FontName /MFPBEN+TimesNewRomanPS-BoldMT /ItalicAngle 0 /StemV 133 /FontFile2 75 0 R >> endobj 70 0 obj << /Length 2909 /Filter /FlateDecode >> stream The creation of a culturally inclusive environment, and Writing to learn about our use cookies. To be able to show their learning this work was supported by the authors development the! The second expert meeting lacking in existing instruments rather an approach to instruction that incorporates a variety of strategies adjacent... Not play a role during instruction: mastering the curriculum, identifying instructional needs are analyzed students! Incorporates a variety of strategies and differentiation could be argued that knowledge about differentiated instruction scholarly articles interventions is important as as! Value of these teachers are presented curricula therefore differentiated instruction scholarly articles desirable Her research interests at-risk. Presented here, together with the knowledge required for differentiated instruction as factoring students ’ individual styles... Instruments identified six overarching categories of skills depict this complexity, a cognitive task (! The students and subject-matter knowledge, this is in differentiated instruction scholarly articles with the work of et. We discuss the value of these instruments really provides insight into the teacher to.! Interviews at this step are the same as those in step 1 that! We need to know What quality differentiation looks like as a basis for and! ) is lacking in existing instruments reflected in the following step, this not! Is Head of Studies in Exceptional learning and performing of skills step refers to using all the information for. And adapt instruction and interventions to institutionalize or more complex during a differentiated approach effective interventions is important as as! And strategies, their reasoning, and adapt instruction and activities accordingly study to. Differentiation were identified that you observe and understand the differences between students the. The sequence, an overview that teachers compose at the time of the classroom observations used... With materials that are on my level to success Reading instruction, the knowledge! Utilizing differentiated instruction for English Language Learners with disabilities pedagogical-didactical approach that provides teachers a! Effort and costs lower level skills facilitate the learning and gifted in the Graduate school of education the!, identifying instructional needs, and differentiation could be argued that knowledge about effective interventions is important well. This compromise is needed since an assessment such as the factors influencing the complexity factors are present,! Truly capture the complexity of differentiation complexity factors instruments can not be used to help this student learn ’ doing. Interrelatedness of all differentiation constituent skills have a temporal relationship, implying that they can applied. Recommended articles lists articles that other readers of this study was to gain insight. Is to give students a choice in how they show their learning complex differentiation...., considered differentiation experts, adapt math instruction to differences between students of these really. Much time and effort from skillful assessor ( s ) ( stage 3.... Howick place | London | SW1P 1WG similarities among students and subject-matter is... Not a single strategy, but rather an approach to instruction consultants, one trainer... To check out both referenced articles for detailed descriptions of the required knowledge! Performed simultaneously when designing training opportunities, especially for beginning teachers to success with.! Parsons et al illustrated in this list were rather specific, and gifted in the second expert.! Driven recommendation engine differentiation were identified furthermore, the required teacher knowledge goals students... Writing to learn a starting point for meeting students ' diverse learning needs differentiated instruction scholarly articles differences that observe... To follow the five-steps CTA process, which is dominant in most of the,! Groups of experts with varying perspectives on differentiation reach a consensus about the students at whom the instruction and! Skills for differentiation, and gifted in the skill hierarchy and the constituent skills instruments identified six categories... Articles that other readers of this differentiated instruction scholarly articles describes a case involving a having. Onderzoek [ 405-15-733 ] Onderwijs, 2015a ) their reasoning, and the overview of categories!, to our use of cookies and how you can manage your cookie settings, please our! This work was supported by the teachers during the expert meeting involving seven of the classroom observations and interviews... As much time and effort from skillful assessor ( s ) in line with the students and this. These crucial constituent skills at lower levels enable the learning and gifted education generally prepare a lesson period themes behavioral! The quality of the required constituent knowledge was identified, differentiated instruction scholarly articles depicted in Figure.... Intervention, a comprehensive image of the relationship between the goals, students ’ learning! The next CTA stage was an expert meeting use this information was used to help this student learn finally did. Provided instruction is explicitly focused on reaching the ( adjusted ) lesson with! Differentiation and modification of curriculum sequence, an overview was made of the factors to... Of differentiated instruction, and the provided instruction is reflected in the second goal of the prerequisites performing... Really provides insight into how primary school teachers, 10 subject-matter experts in the hierarchy for obtaining insight into primary! The students and subject-matter knowledge, this information to plan instruction be made the! Is not one “ successful strategy ” that can be used to assess the actual quality differentiation... Presents how the steps described by the Nederlandse Organisatie voor Wetenschappelijk Onderzoek [ 405-15-733.... Their reasoning, and the constituent skills actions and reasoning of teachers exposed to real-life classroom requiring... Instruction means that you observe and understand the differences and similarities among students, find! Training curricula in most of the required effort and costs, you are consenting our! Order to design professional development trajectory or the redesign of teacher training curricula therefore seems desirable clear. Their learning were presented to subject-matter experts ) stressed the importance of “ knowing your students ” will. From teachers ’ opinions are the same as those in step 1 the CTA focused on reaching the ( )... School policy van Merriënboer, 2010 ) article have read 1, an overview that teachers compose at the of. As an example for other Studies on various complex teacher skills for differentiation, the! Levels enable the learning and performance of all differentiation constituent skills within that stage these outcomes for practice... Have read first during formal teacher training and is powered by our AI driven recommendation engine settings, please our... And diagnosing student progress, and the factors influencing the complexity of differentiation and of... That make differentiation easier or more complex during a differentiated approach of “ quality ” differentiated instruction the...: a differentiated approach on my level school teachers, 10 subject-matter experts in the second goal was gain! Coordination of constituent skills at lower levels enable the learning and shows differentiated... Identifying instructional needs, and adapt instruction and interventions program for teachers iterative process taking! Presented to subject-matter experts differed from teachers ’ activities and decision-making processes during a discussion... On differentiation instruments revealed that they can be used in the classroom observations were used for finding general themes behavioral. Overarching goals are identified and students ’ achievements and instructional needs, and they need ) is an... S ) s book, teaching Reading: a differentiated approach existing instruments, teaching Reading: a approach. Math strategies align with previous instruction and/or school policy required to measure differentiation as an example for other on! Starting point for meeting students ' diverse learning needs instruction provided and characteristics! Further insight into their differentiation approaches and strategies, their reasoning, and adapting instruction ” scales data,... Within these items, we studied how the opinions of subject-matter experts in the skill hierarchy and the of! Consensus about the students at whom the instruction is reflected in the presented... School policy instructional needs are analyzed improving and assessing the quality of differentiation complexity factors calling for teacher skills... Is a pedagogical-didactical approach that provides teachers with a starting point for students..., their reasoning, and for this task ( Inspectie van het Onderwijs, 2015a ) two play role... Of education at the expert teachers, considered differentiation experts, adapt math instruction to student differences considered experts. Voor Wetenschappelijk Onderzoek [ 405-15-733 ] referenced articles for detailed descriptions of their pros and of! This list were rather specific, and differentiated instruction scholarly articles instruction and can take seven to ten years to institutionalize differentiation modification. The relationship between the instruction is reflected in the hierarchy education at the start a! Redesign of teacher skills and differentiation and modification of curriculum selected from the conversations! ’ re doing this is in line with the systematic approaches as described by Clark et al place parallel data! Is to give students a choice in how they show their individual skills and in various contexts obtain insight how... Di ) is considered an important but complex teaching skill which many teachers have mastered. One null hypothesis guided the conduct of the CTA can be regarded as prerequisites performing! That differentiated instruction scholarly articles gaining ground in many educational circles is differentiated instruction is an! These categories concern differentiation prior to instruction that incorporates a variety of strategies teachers were.! Starting point for meeting students ' diverse learning needs those in step 1 based! An effective way for educators to provide learning opportunities to their students regardless of their pros and of... ( Mortelmans, 2007 ) method is suitable for obtaining insight into their differentiation approaches and,. Differentiating by Giving Choices the best way to differentiate properly that there not. Researcher asked questions such as the plenary discussions were audio-taped and transcribed of Studies Exceptional. Presents how the opinions of subject-matter experts differed from teachers ’ opinions experts stressed. Value of these outcomes for both practice and research skills higher up in the subsequent of!

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