Decoding Implementation of Differentiated Instruction

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Published: Dec 22, 2020
DOI: https://doi.org/10.12681/dial.25545
Keywords:
differentiated instruction practices student participation observation
Σουζάνα Παντελιάδου
Aristotle University of Thessaloniki
Μιχαέλα-Δέσποινα Παπά
34ο Δημοτικό Σχολείο Θεσσαλονίκης
Άγγελος Σανδραβέλης
34ο Δημοτικό Σχολείο Θεσσαλονίκης
Abstract
The goal in this study was to document implementation of differentiated instruction in an elementary school in Thessaloniki. Data from observations were collected in 22 elementary school classes after their teachers had participated in intensive training and support. Eight of the teachers taught first, second and third grade, seven taught fourth, fifth and sixth grade and seven were foreign language teachers. Data collection was completed through an adjusted observation protocol of Cassady, Speirs Neumeister, Adams, Cross, Dixon, & Pierce (2004). Based on the results, it is indicated that teachers prefer specific ways and areas of differentiation and they encounter more difficulties in differentiating the content of teaching as well as the evaluation of learning. Teachers seemed to choose to differentiate the process based on all the dimensions of the student's identity and apply different ways of grouping.Varied materials are used for differentiation as well as lecture with discussion, questioning and the interaction with individuals and groups. The data analysis also showed that teachers are likely to choose different ways of differentiation depending on children’s age, as they are choosing more versatile differentiation in the upper elementary grades
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Author Biographies
Μιχαέλα-Δέσποινα Παπά, 34ο Δημοτικό Σχολείο Θεσσαλονίκης
Φιλόλογος, ΜΑ Ειδικής Αγωγής
Άγγελος Σανδραβέλης, 34ο Δημοτικό Σχολείο Θεσσαλονίκης
Δάσκαλος, PhD Ειδικής Αγωγής
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