Differentiated teaching and learning: Connecting research and teaching practice.
Published:
Aug 20, 2023
Keywords:
Differentiation in teaching and learning, teaching practices, teaching instruction and implementation
Abstract
Differentiation in teaching and learning is considered a basic dimension of effective teaching. It is a teaching approach that responds to learners’ needs, interests and skills through the instruction and implementation of multiple and qualitatively different learning environments. Rather than prioritising teacher-centred, knowledge transmission to perceived homogeneous classrooms, differentiated teaching strives to adopt alternative teaching practices that seeks to address heterogeneous classes, creating a positive learning environment for the active participation of students. The cultivation of learning motivations, the encouragement of substantial commitment to learning process, the promotion of autonomous action and the improvement of interaction between students, all are characteristics of differentiated teaching, which, we argue that can be reinforced by adopting the principles of Vygotsky’s sociocultural theory and instructional scaffolding. The purpose of this paper is to identify the importance of differentiation in teaching and learning, the conditions for their successful provision, the stages of differentiated instruction and implementation, as well as the articulation of a series of differentiated teaching practices, which teachers can choose from in order to meet the heterogeneous needs of students.
Article Details
- How to Cite
-
Μάρκογλου Α. (2023). Differentiated teaching and learning: Connecting research and teaching practice. Journal of Research in Education and Training, 16(1), 1–34. https://doi.org/10.12681/jret.30652
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Al-Lawati, F. A., & Hunsaker, S. L. (2007). Differentiation for the gifted in American Islamic schools. Journal for the Education of the Gifted, 30 (4), 500-518.
Anderson, L. W., & Krathwohl, D. R. (2001) (Eds). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (Complete edition). New York: Longman.
Appleton, J., Christenson, S.L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427-445. DOI: 10.1016/J/JSP.2006.04.002
Βαλιαντή, Σ. (2015). Η διαφοροποίηση της διδασκαλίας σε τάξεις μικτής ικανότητας μέσα από τις εμπειρίες εκπαιδευτικών και μαθητών: μια ποιοτική διερεύνηση της αποτελεσματικότητας και των προϋποθέσεων εφαρμογής της. Επιστήμες Αγωγής, 1, 7-35.
Βαλιαντή, Στ., & Κουτσελίνη, Μ. (2008). Εφαρμογή της διαφοροποίησης της διδασκαλίας στις τάξεις μικτής ικανότητας: Προϋποθέσεις και θέματα προς συζήτηση. Στο Ε. Φτιάκα, Σ. Συμεωνίδου, & Μ. Σωκράτους (Επιμ.), Ποιότητα στην εκπαίδευση: Έρευνα και διδασκαλία, Πρακτικά 10ου Συνεδρίου Παιδαγωγικής Εταιρείας Κύπρου (σσ. 121-134). Λευκωσία: Πανεπιστήμιο Κύπρου.
Βαλιαντή, Στ., & Νεοφύτου, Λ. (2017). Διαφοροποιημένη διδασκαλία. Λειτουργική και αποτελεσματική εφαρμογή. Αθήνα: Πεδίο.
Bardy, T., Holzäpfel, L., & Leuders, T. (2021). Adaptive tasks as a differentiation strategy in the mathematics classroom: features from research and teachers' views. Mathematics Teacher Education and Development, 23 (3), 26-53.
Beecher, M., & Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: one school’s story. Journal of Advanced Academics, 19 (3), 502-530.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5-31. DOI: 10.1007/s11092-008-9068-5
Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook the cognitive domain. New York: McKay.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: brain, mind, experience and school. Washington, DC: National Academy Press.
Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice. PhD Thesis. University of central Oklahoma.
Callahan, C., Tomlinson, C., Reis, S., & Kaplan, S. (2000). TIMSS and high ability students: Message of doom or opportunity for reflection?. Phi Delta Kappan, 787-790. DOI: https://www.jstor.org/stable/20439789
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41-54. DOI: 10.1016/j.stueduc.2017.02.004
Δημητριάδου, Α. (2016). Νέοι προσανατολισμοί της διδακτικής. Προσαρμογή της διδασκαλίας στις εκπαιδευτικές προκλήσεις του 21ου αιώνα. Αθήνα: Gutenberg.
De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and teacher education, 47, 30-41. DOI: 10.1016/j.tate.2014.12.003
Deunk, Μ., Smale-Jacobse, Α., Boer, Η., Doolaard, S., & Bosker, R. (2018). Effective differentiation Practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54.
Earl, L. (2013). Assessment for learning; Assessment as learning: changing practices means changing beliefs. In Education Bereau (Ed.), Assessment and learning (Issue 2, pp. 1-5). Hong Kong: The Hong Kong Government Printer.
Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Falmer Press.
Farkas, R. D. (2003). Effects of traditional versus learning-styles instructional methods on middle school students. Journal of Educational Research, 97 (1), 42-51. DOI: 10.1080/00220670309596627
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97-132). USA: Springer.
Harrow, A. (1972). A taxonomy of the psychomotor domain: a guide for developing behavioral objectives. Massachusetts, MA: Addison-Wesley Longman Ltd.
Hopf, D. (1982). Διαφοροποίηση της σχολικής εργασίας: παραδοσιακοί και σύγχρονοι τρόποι οργάνωσης της διδασκαλίας. Mετάφραση: Β. Δεληγιάννη-Κουιμτζή. Θεσσαλονίκη: Αφοί Κυριακίδη.
Θεοφιλίδης, Χ. (2009). Ρωγμές στο παγόβουνο της παραδοσιακής διδασκαλίας. Αθήνα: Γρηγόρης.
ΙΕΠ – ΥΠΑΙΠΘ (2014). Πρόγραμμα σπουδών νηπιαγωγείου (Αναθεωρημένη Έκδοση). Ανακτήθηκε Αύγουστο 2022, από http://repository.edulll.gr/edulll/retrieve/7058/1947
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the needs of all the Students. International Journal of Instruction, 11 (3), 207-218.
Kabigting, R. (2020). Utilizing the RAFT strategy: its effects on the writing performance of Filipino ESL learners. Journal of English Teaching, 6 (3), 173-182.
Καλαϊτζοπούλου, Μ. (2001). Ο εκπαιδευτικός ως στοχαζόμενος επαγγελματίας. Αθήνα: Τυπωθήτω- Γιώργος Δαρδανός.
Κασσωτάκης, Μ., & Φλουρής, Γ. (2013). Μάθηση και Διδασκαλία. Σύγχρονες απόψεις για της διαδικασίες της μάθησης και της μεθοδολογίας της διδασκαλίας. Αθήνα: Γρηγόρης.
King, S. (2010). Factors associated with inclusive classroom teachers’ implementation of differentiated instruction for diverse learners. PhD Thesis. Tennessee State University.
Κοσσυβάκη, Φ. (2003). Ο ρόλος του εκπαιδευτικού στο μετανεωτερικό σχολείο – προσδοκίες. Αθήνα: Gutenberg.
Κουτρούμπα, Κ., Βούλγαρη, Ρ., & Αντωνοπούλου, Αι. (2020). Εκπαιδευτικός αναστοχασμός: η μεταγνωστική ανατροφοδότηση στη διδακτική πράξη. Επιστήμες Αγωγής, 1, 112-128.
Κουτσελίνη, Μ. (2020). Διαφοροποίηση της διδασκαλίας και της μάθησης: Δυσκολίες και παρανοήσεις. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 12-29. DOI: 10.12681/dial.25544
Κουτσελίνη, Μ. (2013). Αναλυτικά προγράμματα και διδασκαλία. Αθήνα: Πεδίο.
Κουτσελίνη-Ιωαννίδου, Μ., & Πυργιωτάκης, Ι. (2015). Διαφοροποίηση της διδασκαλίας και της μάθησης. Αθήνα: Πεδίο.
Koutselini, M. (2008). Listening to students’ voices for teaching in mixed ability classrooms: Presuppositions and considerations for differentiated instruction. Learning and teaching, 1 (1), 17-30.
Κoutselini, M., & Persianis, P. (2000). Theory-practice divide in teacher education at the University of Cyprus and the role of the traditional values of the Orthodox Church. Teaching in Higher Education, 5 (4), 501-520. DOI: 10.80/713699172
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: The affective domain. New York: McKay.
Levy, H. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81 (4), 161-164. DOI: 10.3200/TCHS.81.4.161-164
Lewis, S., & Batts, K. (2005). How to implement differentiated instruction? Adjust, Adjust, Adjust. Journal of Staff Development, 26 (4), 26-31.
Little, C., McCoach, B., & Reis, S. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advance Academics, 25 (4), 384-402. DOI: 10.1177/1932202Χ14549250.
Markoglou, A. (2022). Structuring cooperative learning method in Ancient Greek classrooms. Journal of Classics Teaching, 23, 45-54. DOI: 10.1017.S2058631021000441
Ματσαγγούρας, Η. (2009). Εισαγωγή στις Επιστήμες της Παιδαγωγικής. Εναλλακτικές προσεγγίσεις, Διδακτικές προεκτάσεις. Συμμετοχή Γιάννη Χατζηγεωργίου. Αθήνα: Gutenberg.
Ματσαγγούρας, Η. (2011). Θεωρία και Πράξη της διδασκαλίας. Αθήνα: Gutenberg.
Mavidou, A., & Kakana, D. (2019). Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten. Creative Education, 10, 535-554. DOI: 10.4236/ce.2019.103039
Mohammed, M. (2014). The effect of differentiating instruction using multiple intelligences on improving reading comprehension of 5th graders with learning disabilities. International Journal of Psycho-Educational Sciences, 12-20.
Moon, T. R. (2005). The role of assessment in differentiation. Theory Into Practice, 4 (3), 226-233. DOI: 10.1207/s15430421tip4403_7
Muthomi, M. W., & Mbugua, Z. K. (2014). Effectiveness of differentiated instruction on secondary school students achievement in mathematics. International Journal of Applied Science and Technology, 4 (1), 116-122.
Nazario, A. L., Borchers, D. D., & Lewis, W. F. (2013). Bridges to better writing. Boston, MA: Wadsworth Cengage Learning.
Njagi, M., W. (2014). Teachers’ perspective towards differentiated instruction approach in teaching and learning of mathematics in Kenya. International Journal of Humanities and Social Science, 4 (13), 236-241.
Nicolae, M. (2013). Teachers beliefs as the differentiated instruction starting point: Research basis. Procedia-Social and Behavioral Sciences, 128, 426-431. DOI: 10.1016/j.sbspro.2014.03.182
ΟΟΣΑ (2018). Education for a Bright Future in Greece (Εκπαίδευση για ένα λαμπρό μέλλον στην Ελλάδα). Retrieved March 2022, from http://dx.doi.org/10.1787/9789264298750-en
Ordover, A. (2012). Teacher perceptions of differentiated instruction. PhD Thesis. Walden University.
Παντελιάδου, Σ. (2008). Διαφοροποιημένη Διδασκαλία. Στο Σ. Παντελιάδου & Φ. Αντωνίου (Επιμ.), Διδακτικές προσεγγίσεις και πρακτικές για μαθητές με μαθησιακές δυσκολίες. Θεσσαλονίκη: Γράφημα, σσ. 7-17.
Παντελιάδου, Σ. & Αντωνίου, Φ. (2008). Διδακτικές Προσεγγίσεις και Πρακτικές για Μαθητές με Μαθησιακές Δυσκολίες. Βόλος: Γράφημα.
Παντελιάδου, Σ., Χιδερίδου-Μανδαρή, Α., & Παπά, Μ. (2017). Δυσκολίες και προκλήσεις στην ανάπτυξη διαφοροποιημένων σχεδίων διδασκαλίας. Διεθνές επιστημονικό συνέδριο: «Διαφοροποίηση διδασκαλίας για την επαγγελματική ανάπτυξη των εκπαιδευτικών και την επιτυχία των μαθητών», 26-27 Μαΐου (σσ. 5-16), Λευκωσία: Υπουργείο Παιδείας και Πολιτισμού, Παιδαγωγικό Ινστιτούτο Κύπρου.
Πασιάς, Γ., Φλουρής, Γ., & Φωτεινός, Δ. (2015). Παιδαγωγική και Εκπαίδευση. Αθήνα: Γρηγόρης.
Platt, J. (2018). How far does choice theory succeed, within classics, as a form of differentiation in the classroom? Journal of Classics Teaching, 19 (37), 10-16. DOI: 10.1017/S2058631018000028
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48, 4–11. DOI: 10.1080/00405840802577536
Raba, A. (2017). The influence of think-pair-share on improving students’ oral communication skills in EFL classrooms. Creative Education, 8, 12-23. DOI: 10.4236/CE.2017.81002
Robertson, K. (2006). Increase Students Interaction by Think-Pair-Share Technique. Mexico City: Colorin Colorado.
Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Paper presented at the Mid-South Educational Research (MSERA) Annual Conference. Knoxville, TN.
Rodriguez, Α. (2012). An analysis of elementary school teachers’ knowledge and use of differentiated instruction. United States: Olivet Nazarene University.
Rodriguez-Gallego, M. (2007). Educational strategies for Primary and Secondary Education. In R.N. Hinojosa, M. Rodriquez-Gallego, M.B.
Moreno & M.A. Bravo Garrido (Eds.), Didáctica y Currículum para el desarrollo de competencias (pp. 313-346). Dykinson.
Σφυρόερα, Μ. (2007). Διαφοροποιημένη Παιδαγωγική. ΥΠΕΠΘ: Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών.
Σφυρόερα, Μ. (2019). Διαφοροποιημένη παιδαγωγική με το βιβλίο ως «όχημα». Στο Χ. Δαφέρμου & Μ. Σφυρόερα (Επιμ), Βιβλία με ιστορίες: Για τον γραμματισμό & την κοινωνική ενδυνάμωση όλων των παιδιών (σσ. 44-57). Αθήνα: Gutenberg.
Sadler, M. (1964 [1990]). How far can we learn anything of practical value from the study of foreign systems of education? Comparative Education Review 7 (3), 307-314. DOI: 10.1086/445012
Samblis, K. (2006). Think‐Tac‐Toe, a Motivating Method of Increasing Comprehension. The Reading Teacher, 59 (7), 691-694. DOI: 101598/RT.59.7.8
Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309-327. DOI: 10.1080/01626620.2012.717032
Sapon-Shevin, M. (2000). Schools fit for all. Educational Leadership, 58 (4), 34-39.
Schön, D. A. (1983). The reflective practitioner. How professionals think in action. London: Tample Smith.
Schiro, M. (1978). Curriculum for better schools: The great ideological debate. Englewood Cliffs, NJ: Educational Technology Publications
Scott, B. (2012). The effectiveness of differentiated instruction in the elementary mathematics classroom. Doctor of Elementary Education Degree Thesis. Ball State University Muncie, Indiana.
Simpkins, P. M., Mastropieri, M. A., & Scruggs, T. E. (2009). Differentiated curriculum enhancements in inclusive fifth-grade science classes. Remedial and Special Education, 30 (5), 300-308. DOI: 10.1177/0741932508321011
Sinambela, E., Manik, S., & Pangatibuan, R.E. (2015). Improving students’ reading comprehension achievement by using KWL strategy. English Linguistics Research, 4 (3), 13-29.
Smale-Jacobse, A., Meijer, A., Helms-Lorenz, M., & Maul, N. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10, 1-23. DOI: 10.3389/fpsyg.2019.02366
Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87 (4), 324-328. DOI: 10.1177/003172170508700414
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935-947.
Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29 (1), 60-89. DOI: 10.1177/01623532050290010
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia USA: ASCD.
Tomlinson, C. A. (2021). So each may soar. The principles and practices of learner-centered classrooms. Alexandria, VA: ASCD.
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, 119–145.
Tomlinson, C.A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
Τσάφος, Β. (2014). Αναλυτικό Πρόγραμμα. Θεωρητικές προσεγγίσεις και εκπαιδευτικοί προσανατολισμοί – Αναζητώντας νέες σταθερές σε έναν αβέβαιο κόσμο. Αθήνα: Μεταίχμιο.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22 (1), 123-138, DOI: 10.1080/13664530.2017.1338196
Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1 (1), 33-50. DOI: 10.1080/1354060950010104
Van Tassel-Baska, J., Xuemei Feng, A., Brown, E., Bracken, B., Stambaugh, T., French, H., McGowan, S., Worley, B., Quek, C., & Bai, W. (2008). A study of differentiated instructional change over 3 years. Gifted Child Quarterly, 52 (4), 297-312. DOI: 10.1177/0016986208321809
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Φιλιππάτου, Δ., & Βεντίστα, O. (2017). Αντιλήψεις των εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για τη διαφοροποίηση της διδασκαλίας. Το Βήμα των Κοινωνικών Επιστημών, 17 (68). DOI: 10.26253/heal.uth.ojs.sst.2017.424
Φρυδάκη, Ε. (2009). Η διδασκαλία στην τομή της νεωτερικής και μετανεωτερικής σκέψης. Αθήνα: Κριτική.
Χολέβας, Ν., Αλεξόπουλος, Δ., & Αναστασόπουλος, Ν. (2018). Διαφοροποιημένη διδασκαλία και αξιολόγηση: Ενδεικτικό σχέδιο στο μάθημα της Γλώσσας του Δημοτικού Σχολείου. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 4, 130-143. DOI: 10.12681/dial.16126
Wan, S. W. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22 (2), 148-176. DOI: 10.1080/13540602.2015.1055435
Wan, S. W. (2017). Differentiated instruction: Are Hong Kong in-service teachers ready? Teachers and Teaching, 23 (3), 284-311. DOI: 10.1080/13540602.2016.1204289
Whipple, K. A. (2012). Differentiated Instruction: A survey study of teacher understanding and implementation in a southeast Massachusetts school district. EdD Thesis. Boston, Massachusetts: Northeastern University.
Wu, C.K., Wan, S.W., & Wong, Y.Y. (2015). Exploring Hong Kong secondary teachers’ teaching beliefs on differentiated instruction. In D. Garbett and A. Ovens (Eds.), Teaching for Tomorrow Today (pp. 158-168). Auckland: Edify Ltd.
