Tailoring Education for Every Learner: Differentiated Instruction in Primary Education
Main Article Content
Abstract
This study explores the impact of differentiated instruction (DI) in primary education, focusing on its effectiveness in accommodating diverse student needs. Drawing from a robust literature review, it emphasizes the significance of tailored instructional strategies, ongoing professional development, and technology integration in enhancing student outcomes. The paper synthesizes findings from multiple researchers, highlighting how DI fosters inclusivity and academic growth. Key elements such as teacher training, student agency, and adaptive learning environments are examined to illustrate the multifaceted nature of DI. The research underlines DI as a transformative educational approach essential for modern classrooms.
Article Details
Issue
Section
How to Cite
References
[1] K. Steele, Differentiated Teacher Training for Differentiated Instruction. Unpublished manuscript, 2006. [PDF].
[2] C. Cathleen Axe, Differentiated Reading in Primary Grades. Unpublished manuscript, 2010. [PDF].
[3] A. McMillan, The Relationship Between Professional Learning and Middle School Teachers’ Knowledge and Use of Differentiated Instruction. Unpublished manuscript, 2011. [PDF].
[4] J. Gorman, The Association Between Grades PreK–12 Student Achievement and Differentiated Instructional Strategies in the Anytown Township School District Explored Through Units of Study. Unpublished manuscript, 2011. [PDF].
[5] A. Rodriguez, An Analysis of Elementary School Teachers’ Knowledge and Use of Differentiated Instruction. Unpublished manuscript, 2012. [PDF].
[6] J. Bermel, Using One-to-One Computing for Differentiated Instruction in Iowa: An Investigation of the Impact of Teachers’ Perceptions of Teaching and Learning. Unpublished manuscript, 2016. [PDF].
[7] A. M. Hudson, The Response of Middle School Special Education Students to Differentiation of Reading Instruction Based on Student Choice and Interest in the Seventh Grade Academic Enrichment Classroom. Unpublished manuscript, 2018. [PDF].
[8] C. A. Tomlinson, How to Differentiate Instruction in Academically Diverse Classrooms, 2nd ed. Alexandria, VA: ASCD, 2001.
[9] B. H. Lawrence-Brown, “Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class,” American Secondary Education, vol. 32, no. 3, pp. 34–62, 2004.
[10] J. A. Hall, “Implementing a Differentiated Instruction Program in K–12 Schools: Administrator and Teacher Perceptions,” Journal of Research in Education, vol. 22, no. 1, pp. 44–56, 2012.
[11] D. Sousa and C. A. Tomlinson, Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree Press, 2011.
[12] K. Gregory and C. Chapman, Differentiated Instructional Strategies: One Size Doesn't Fit All, 3rd ed. Thousand Oaks, CA: Corwin Press, 2013.
[13] C. Leatherman, “Differentiated instruction and assessment: What do pre-service teachers know?” International Journal of Special Education, vol. 24, no. 3, pp. 161–172, 2009.
[14] D. Stradling and S. Saunders, “Differentiation in Practice: Responding to All Pupils’ Needs,” Educational Review, vol. 55, no. 2, pp. 125–138, 2003.
[15] T. R. Guskey, “Professional development and teacher change,” Teachers and Teaching: Theory and Practice, vol. 8, no. 3, pp. 381–391, 2002.