Abstracts
Abstract
Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences. This systematic review delves into the vast landscape of differentiated instruction, aiming to illuminate its affordances and effectiveness across various educational settings. By synthesizing empirical evidence from many studies, this review examines the impact of differentiated instruction on student engagement, academic achievement, and overall classroom dynamics. Furthermore, it explores the implementation strategies, challenges, and best practices associated with harnessing the full potential of differentiated instruction. Through rigorous analysis, this review seeks to provide valuable insights for educators, policymakers, and researchers, guiding the enhancement of instructional practices and fostering inclusive learning environments. This systematic review demonstrated that differentiated instruction leads to increased student engagement. By tailoring instruction to meet the diverse needs of students, educators can better capture their interest and motivation. Additionally, this review highlights that differentiated instruction positively impacts learning outcomes. In essence, it underscores the role of differentiated instruction in promoting equity and inclusion in education. By recognizing and valuing the unique strengths and challenges of each student, it helps to create a more inclusive learning environment. These findings contribute to a broader understanding of the benefits, challenges, and best practices that are associated with differentiated instruction in educational settings.
Keywords:
- Differentiated Instruction,
- Personalized Learning,
- Student Engagement,
- Academic Achievement,
- Diverse Learner Needs
Appendices
Bibliography
- Adare, A., Li, Y. & Gebresilase, B. (2023). Assessing practices and challenges in implementing differentiated instruction in Mingde Primary School. Open Journal of Social Sciences, 11, 79-100.
- AM, M. A., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcome? Systematic review and meta-analysis. Journal of Pedagogical Research, 7(5), 18-33. https://doi.org/10.33902/JPR.202322021
- Bianco, J. J. (2020). The use of differentiated instruction by teachers of the Columbia Union Seventh-day Adventists (Publication No. 1731) [Doctoral dissertation, Andrews University]. Dissertations. https://digitalcommons.andrews.edu/dissertations/1731
- Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362. https://doi.org/10.3102/0091732X18821130
- Boşnak, Ö., & Calleja, C. (2023). Cooperative, collaborative, and related strategies’ effect on learning in children with autism. Global Journal of Medical Research, 23(A3), 45–55. https://doi.org/10.34257/GJMRAVOL23IS3PG45
- Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Doctoral dissertation, Oklahoma State University).
- Chand, S. P. (2024). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and Bruner. International Journal of Science and Research (IJSR), 12(7), 274–278. https://doi.org/10.21275/SR23630021800
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791.
- Gentry, R., Sallie, A. P., & Sanders, C. A. (2013, November 18-20). Differentiated instructional strategies to accommodate students with varying needs and learning styles [Conference presentation]. Urban Education Conference, Jackson State University, Jackson, Mississippi.
- Kiley, D. (2011). Differentiated instruction in the secondary classroom: Analysis of the level of implementation and factors that influence practice (Publication No. 427) [Doctoral dissertation, Western Michigan University]. Dissertations. https://scholarworks.wmich.edu/dissertations/427.
- Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464
- Ledwaba, R. G. (2017). Teacher training guidelines for curriculum differentiation in a Foundation Phase program [Doctoral dissertation, University of Pretoria]. Department of Early Childhood Education, Faculty of Education.
- Liou, S. R., Cheng, C. Y., Chu, T. P., Chang, C. H., & Liu, H. C. (2023). Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence-based nursing course: Empirical research quantitative. Nursing Open, 10(10), 6794-6807.
- Lunsford, K. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels. Project study submitted in partial fulfilment of the requirements for the degree of Doctor of Education, Walden University.
- Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52, 1935–1964. https://doi.org/10.1111/bjet.13116
- Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating instruction: Development of a practice framework for and with secondary mathematics classroom teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198
- Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348.
- Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33.
- Ojong, A. S. (2023). Unravelling the efficacy of differentiated instruction in enhancing second language acquisition: A comprehensive review and future directions. International Journal of Linguistics Literature & Translation, 6(6), 75-82. DOI: 10.32996/ijllt.2023.6.6.8.
- Pasira, I. (2022). Assessing the effectiveness of differentiated instruction strategies in diverse classrooms. Journal of Education Review Provision, 2(1), 28–31. https://doi.org/10.55885/jerp.v2i1.151
- Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. The Journal of Educational Research, 115(3), 187-198. https://doi.org/10.1080/00220671.2022.2089086
- Scott, K. A. (2016). Differentiated instruction and improving elementary student learning. Project study submitted in partial fulfilment of the requirements for the degree of Doctor of Education, Walden University.
- Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, Article 2366. https://doi.org/10.3389/fpsyg.2019.02366
- Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4.
- Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52(3), 235-252. https://doi.org/10.1080/15391523.2020.1747757.
- Yuen, S.Y., Luo, Z., & Wan, S. W.Y. (2023). Challenges and opportunities of implementing differentiated instruction amid the COVID-19 pandemic: Insights from a qualitative exploration. Education Sciences, 13(10), 989. https://doi.org/10.3390/educsci13100989
- Zens, A. (2021). The impact of differentiated learning activities on student engagement and motivation in the English Language Arts classroom (Publication No. 611) [Doctoral dissertation, Minnesota State University]. Dissertations, Theses, and Projects. https://red.mnstate.edu/thesis/611.