Definitely Differentiation

What Is Differentiation?

(Henry Schmitges, 2014)

That was a quick intro.

Here is a more in-depth Explanation:

Madly Learning. (2017, March 4).

DifferentiatedInstructionVideoSeries1Whatisit-2

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Download PDF • 1.36MB

So to summarize :

Drew, C. (October 11, 2023). 31 Differentiated Instruction Examples (for Teachers). Helpful Professor. https://helpfulprofessor.com/differentiated-instruction-examples/

Created by Lisa Westman https://x.com/lisa_westman?lang=en

Westman, L. (2022, October 24). Yes, differentiation is hard. so, let’s get it right. (Opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-yes-differentiation-is-hard-so-lets-get-it-right/2016/08

Examples of Differentiating Content, Process, and Product:

Kovich, B. (2023, June 27). Differentiation of Content, Process, and Product with Examples. Enjoy Teaching With Brenda Kovich. https://enjoy-teaching.com/differentiation/

Why Should We Differentiate?

Now that we know what Differentiation is, why should we do it?

Ayesha Kalim, LinkedIn Learning

https://www.linkedin.com/pulse/differentiated-teaching-learning-ayesha-kalim-1e/

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We as educators are presented with classes consisting of a diverse population of students.  Special Education, Gifted, and English Lang Learners are all included.  Students represent a variety of cultures, experiences, learning styles, and intelligences.  Teachers need a way to support all the varying needs of the students in front of them.  Research has definitively proven that Differentiated Instruction is beneficial to all learners. All of the studies I reviewed reported positive results in learning achievement and learner engagement using differentiated instruction.  “By using differentiated instruction… teachers allow students to use their unique skills to learn material.”  (De Jesus, 2012, p. 7). Differentiated Instruction not only improves students’ academic outcomes but also their: creativity, self-awareness, problem-solving ability, and the four 21st-century education skills: critical thinking, communication, collaboration, and creativity.

“Outcomes of inclusive schooling are not limited to students’ academic achievement but are also relevant to their well-being at school, social inclusion and academic self-concept… and provided evidence on the significant role that teachers’ practice of DI can have on fostering students’ socio-emotional outcomes.” (Pozas, 2021, p. 8).

“Various studies have found that the application of differentiated learning has a significant positive impact on student learning outcomes (3)(4)(5). Differentiated learning allows teachers to interact effectively with students, provide appropriate guidance, and provide a sense of engagement and comfort in learning for students. In addition, it also facilitates the adjustment of the material and level of difficulty according to the student’s ability. Differentiated learning also develops critical skills, communication, collaboration and creates inclusive learning for learners. Learning is conducive, as well as equipping students with problem-solving skills and ultimately improving overall student learning outcomes.” (Awaru, 2024, p. 36)

Educators have found various forms of learning lend themselves better to supporting differentiated learning.  Cooperative Learning, Stations, Student-Led Learning, Choice Boards,  and Project Based Learning really lend themselves to easy differentiation.  Cooperative Learning and Stations can have differentiated tasks and rotations can be in heterogeneous groups to support each other's learning or homogeneous groups to work on a shared skill or need.  SLL, PBL, and voice boards allow students to group with others with like-minded interests or learning styles.  They easily allow for individualized demonstration of learning using an area or skill that is a strength.  These all increase engagement and motivation.

“A philosophy for teaching that provides different students different ways of learning, or differentiated instruction, has proven to be one of the most effective and powerful instructional methods to use in harnessing student strengths. It was key to unlocking the potential in so many students and helping them recognize and grow their own voice as learners. As a teacher, I used differentiation to identify strengths in my students…”  (McMullen, 2018, p. 75).

“Teachers can successfully differentiate instruction by simply incorporating into their lessons the use of cooperative learning, project based learning, and multiple intelligences. The use of these techniques and practices will surely reach the most diverse student in the classroom.” (De Jesus, 2012, p. 10).

Flexible grouping is a great way to facilitate differentiated instruction.  Students can be grouped by interest level, needs, skills, or ability.  Based on the activity and purpose the groups can be changed.  Especially since many students may excel in one area and need support in another.  Using flexible grouping and grouping by skill level allows students who need to build some skills in a specific area to develop those skills with other similar students.  This increases their confidence as well as their mastery.  Students who need to be challenged can challenge each other and have discussions at a higher level that may confuse and leave behind other classmates.  On the other hand, heterogeneous group and grouping by interests can lead to appreciation of classmates and assist in making connections.  

“When grouped according to interest level, they learn to work with students who learn differently than they do, which not only increases their capacity for empathy and effective collaboration, but also helps them to maximize their own strengths.” (McMullen, 2018, p. 77).

Differentiated learning fosters a sense of success and accomplishment which increases student motivation and engagement.  It not only assists all students in successfully accessing the content it provides opportunities for success and bolsters self-confidence and motivation.  The collaboration and positive social effects of differentiation are innumerable.  All the documentation and reports share that Differentiated instruction supports academic outcomes and success but also has unintended social and motivational side effects.

“Findings from those studies showed that the academic achievement of learners who have been educated by utilizing the DI approach has been increased in a positive way compared to the conventional approach.” (Alsalhi, 2021)

“In terms of the learning process, differentiated learning can increase learning independence, activeness, creativity, self-confidence, student motivation, and more profound mastery of the material. Differentiated teaching and assessment can address the diversity of students' abilities and learning styles, increasing their participation and motivation in learning. Differentiated learning encourages children to be involved and motivated in the learning process… Differentiated learning also has an impact on students' concentration levels. Research by Saputra (2021) shows that implementing differentiated learning increases students' learning concentration”  (Nahdhiah, 2024, p. 354-355).

Bennion, M. R. (2023, October 9). Why Differentiation is Important in Teaching. Simply B Teaching. https://www.simplybteaching.com/why-differentiation-is-important-in-teaching/

“It is imperative for teachers to embrace this diversity, and cultivate learning environments that support nurturing, thriving and enjoyable classrooms. This change must support all students, the intention being to sustain life-long learning in heterogeneous classrooms.  Differentiated instruction offers a key to unraveling the conundrum of the mixed-ability classroom.”  (Subban et al, n.d., p. 2-3)

How do we differentiate?

Created by Jessica John 2014 Word Press Blog https://john2355.wordpress.com/2014/07/20/personalized-learning-lesson-plan-revisions/

How do we differentiate instruction? First, you need to get to know your students and where they are currently. Pretests and surveys are great for this. Once you know what your class's needs, focus, and interests are then you can adjust your environment and develop activities to support them.  You need to focus on the content you would like mastered and then you can differentiate what is needed.  If it is accessing maybe providing different levels of content reading or providing the reading digital in audio so everyone can access it.  You can then adjust the process that they go through make a main plan and then adjust the difficulty up and down.  You can give a choice of different levels in the product.  All throughout you need to be assessing and making adjustments based on the data learned.

“It required that teachers understand both their students and their subject matter intimately. In order to achieve truly differential education for students, teachers must modify standard classroom offerings in several areas. These areas include but are not limited to pacing and sophistication, depth, complexity, and personalization. The speed with which students’ progress through the curriculum must be accelerated or decelerated according to student need.”  (De Jesus, 2012, p. 10).

The process can be scaffolded up and down.  You can adjust the content using simpler or more complex vocabulary or numbers.  You can adjust the difficulty of problems or questions, the amount, the time frame, and the support level.  For instance, a cause and effect activity for my 3rd grade class had 3-4 different levels.  One level was given the causes and effects and worked in a small group with me to match them on their organizer.  Another level was given causes on their organizer and had to come up with the effects.  A higher level had to come up with both causes and effects from the reading.  And finally, for the kids needing to take it up another notch, they also had to come up with the effects of those effects.  Same basic organizer (one had an additional column added), the same basic task, same concept everyone was working on but scaffolded based on needs.  

One of the easiest and sometimes the entry points into differentiation is in the product.  Giving students a choice in demonstrating mastery or scaffolded rubrics and requirements for the assignment. For instance, my students made globes out of playground balls for a culminating activity.  Basic students labeled the continents and oceans and the equator and tropics and prime meridian.  For standard, they labeled a mountain range and river, added a compass rose, and labeled the hemispheres.  For advanced there were even more specific items to add to their globes.

  Lastly, but sometimes most important, is differentiating the environment.  Having a setting that supports flexible grouping and seating.  Allowing a student to use a fidget, or wobble stool or cushion.  Having noise-canceling headphones, color overlays, and ergonomic keyboards.  Making available speech-to-text and text-to-speech and endless other accommodations to support all students. 

https://www.rethinkmathteacher.com/4-ways-math-teachers-can-differentiate-instruction/

Heick, T. (2021, December 28). The ultimate list: 50 strategies for differentiated instruction. TeachThought. https://www.teachthought.com/pedagogy/strategies-differentiated/

“It is imperative that differentiated instruction is in place to meet the needs of diverse learners. As educators become aware that not all children learn the same way in school, providing different techniques and teaching strategies is essential to their academic growth. Knowing the students’ needs and wants is primary in figuring out what kind of differentiation is exactly needed. When differentiation is identified and implemented consistently, success can occur in the form of high achievement, as evidenced in the high graduation rates and academic performance at Sabine Parish, Louisiana. There is no doubt that the overall educational goal is for all students to become college and career ready when proper differentiated instruction is in place.” (Freeman, 2017, p.20).

Strategies for 'Wallflower' learners-

Special Ed, Gifted, ELL, At Risk...

Teaching Partner :  https://www.youtube.com/watch?v=4OkzjbfDjiE 

Not all learners need the same support to move on. How are we as instructional designers ensuring that all of our learners are engaged, supported and flourishing? Differentiation is a tool to help us engage and make even the disenfranchised learner feel and be successful.  “In other words, differentiated learning focuses on learning that accommodates students' potential, characteristics, and needs in learning.” (Marlina, 2023, p. 425).  Students with disabilities and other issues are still challenged, completing the work and mastering the same content they are merely provided scaffolding to assist them in getting there successfully.  They are able to participate in the class and learn skills and content that they will need to demonstrate growth and proficiency on benchmark and standardized testing.  I had a student reading at the first/second-grade level in my 6th-grade class.  He could listen as we read aloud the 6th grade Junior Great Books™ selection.  When the rest of the class went to reread and compile their response and support to the discussion questions I would work with him first discussing his answer finding evidence and practicing his response.  Then he would read the 2nd grade Junior Great Books™ selection and complete the task independently at his level.  He was then able to participate with the rest of the class on the grade-level material and at the same time develop his own skills and growth by working independently at his own level.

“Students with disabilities are being held to the same academic standards as their general education peers when it comes to state standardized testing. IDEA provided the expectation that students with disabilities must have access to the general education curriculum and increasing opportunities for participation in inclusion educational settings (Smith, Robb, West, & Tyler, 2010). Differentiated instruction is a tool that can be employed to aid students with disabilities in the inclusion classroom find success and achieve at comparable levels as their general education counterparts…it is imperative for all educators to be well versed in their academic area and meet the learning needs of the exceptionally diverse student body housed in their classrooms.”  (Robinson, 2014, p. 6).

Differentiation also works well for gifted students.  Scholarly sources, such as from Duke and other universities, quote that about 25% of gifted students drop out before graduation.  Differentiating instruction to challenge and engage this often overlooked population can help cut this statistic.  “Differentiation of curriculum and practices for gifted learners is crucial for meeting the learning needs of gifted students.” (VanTassel-Baska & Stambaugh, 2005).  Studies have shown that gifted students make more than a years worth of growth academically when challenged with advanced concepts and able to engage with peers at their level.  

“Differentiated instruction can instill a new excitement and passion for learning to all students. Being on the receiving end of differentiated instruction, low-level learners will find consistent success within the classroom. On-level learners will be challenged to exceed beyond basic expectations and may find themselves more excited about learning than they were in the past. Gifted students will no longer be left to learn on their own to stagnate at their current level; differentiated instruction will provide enrichment opportunities to further accelerate their learning. In addition to the students, teachers may also benefit from the study. The new approach to teaching will yield higher test scores on state standardized tests and have more engaged students in their classrooms.” (Robinson, 2024, p. 18)

Not only does differentiation assist Special Needs and Gifted students in accessing the curriculum and making academic growth.  Differentiated Instruction can hook in English Language Learners and at-risk students.  As they find success in academic tasks this engagement will only grow.  As they become more motivated to learn and feel seen and successful the behaviors previously demonstrated will dissipate.   When I taught at Collins MS, in Salem, MA, my partner and I was frequently given school phobic students.  Our principal shared that through our cooperative, project-based, differentiated teaching strategies they no longer avoided school.  Differentiation is a way to make all students feel seen and known in a diverse classroom setting and encourages them to use their strengths to overcome their challenges.

“According to Kellough (1999) students who are underachievers and at risk need frequent opportunities or mobility (working stations), options and choices (variation of task), a variety of instructional resources(graphic organizers, overhead projectors, and smart boards), and sociological grouping (cooperative learning) rather than routine and patterns…To meet the needs of a diverse student population, teachers should differentiate instruction.”  (De Jesus, 2012, p. 5).

“Differentiated instruction was found to be helpful in a 30 years research study on at-risk students in Los Angeles public schools… keeping at-risk children in stimulating, caring classrooms helped them to stop acting out, learn and share their unique talents to other classmates… Teachers can differentiate instruction for at-risk students by meeting three types of needs. The first type of need is academic. Teachers can provide extended time for at-risk students to complete projects or homework that might be difficult to complete due to their home situation.” (Freeman, 2017, p.17).

Universal Design for Learning and differentiation removes barriers for nontraditional learners so that they can join the mainstream class and participate successfully. Many of the supports that provide access to these learners don't affect the access of other students. Such as a ramp versus stairs. It allows the wheelchair student access and doesn't inhibit those not impaired they can walk up a ramp just as easily as stairs.

Created by Whitney Rapp and Katrina Arndt

“A philosophy for teaching that provides different students different ways of learning, or differentiated instruction, has proven to be one of the most effective and powerful instructional methods to use in harnessing student strengths. It was key to unlocking the potential in so many students and helping them recognize and grow their own voice as learners. As a teacher, I used differentiation to identify strengths in my students…”  (McMullen, 2018, p. 75).

YourAlberta (Government of Alberta). (2018, April 10). Using differentiated instruction to support all learners [Video]. YouTube. https://www.youtube.com/watch?v=OqlXSV7By_s

Ayo Jones @ Noodle Nook https://www.noodlenook.net/how-to-differentiate-activities-for-special-ed/

My Wakelet with info, strategies and perspectives of different disabilities:  https://wakelet.com/wake/eT7nMXqAWjP-aIo2gSvJ1

Cara, L & Costanzo,J. (2023, June 23). Tomorrow’s Teacher - Strategies for differentiation. Tomorrow’s Teacher. https://tomorrowsteacher.education/blog/catering-for-all

Challenges and Barriers to Successful Differentiation Implementation

Not everyone is ready to jump feet first onto the differentiation bandwagon. Most educators have some reservations.  Common concerns noted were: time, support, materials, classroom management, and being seen as being preferential.  Differentiation does take some extra time in planning and preparation, but not as much as those who are unfamiliar with differentiation assume.  Many have the misperception that they need to plan every lesson of every day individually for all of their students.  The size of classes and fear of behavior management issues were also a common concern.  A few educators were wary of being accused of preferential treatment since all of the students were not doing or required to do the same things.  Besides the lack of training and understanding of differentiated instruction, it is much more difficult for new teachers who don’t have a clear and thorough understanding of their content to then be asked to differentiate.  This is why it is important to also allow collaboration so teachers are not attempting to implement differentiation independently.

“According to experts and previous research, the table shows three advantages of differentiated learning: motivating low-achieving students, increasing students’ achievement, promoting students’ participation, interaction, and cooperation, as well as promoting teacher-students relationships. Three challenges have also been identified during the review of differentiated instruction implementation: time-consuming prejudice on different treatments toward the students, and class management with a large number of students.” (Mirawati, 2022, p. 14).

“Several factors prevent instructors from leveraging DI to meet their adult students’ needs… instructors’ preference for traditional teaching, logistics problems, class size, and lack of DI training and understanding are among the most common obstacles to DI implementation... The author found that while participants had a positive view of DI, their lack of DI knowledge and experience negatively impacted their DI implementation. Melese (2019) also identified instructors’ heavy workload, oversized classes, lack of commitment, and students’ reluctance as hindrances to the successful implementation of DI.”  (Edouard, 2022, p. 113).

Adobe Stock Image- overcoming barriers

Differentiation is not as daunting as perceived by many.  Teachers can start off small and incorporate little pieces and add more to each unit.  You shouldn’t differentiate everything anyway.  Sometimes you need to have a whole class lesson to impart content or information or a whole class discussion or assessment.  Like at the beginning of the year if procedures and expectations are explicitly taught up front then they can be generalized to future activities.   Teachers often find that the opposite is true and behavior management becomes easier and less necessary.  Students are challenged, working at their level, and engaged.  They are therefore less likely to act out and be disruptive as these are usually avoidance tactics.

In regard to being seen as preferential, I have a story from MS magazine in the 80s that I used at the beginning of the year.  It is similar to the Universal Design Graphic about fair isn’t always equal.  As long as students understand everyone is getting what they need to be the best learner they can be.  

It was made clear in several of my sources that administration plays an important role in successful differentiation.  “This study clearly highlights the important role that school leaders play in enhancing teacher knowledge and expertise”   (Handa, 2019, p. 113).  They need to be supportive.  They need to provide common planning time to share the burden of the extra planning needed.  They need to provide professional development and support.  With supports in place, and everyone on board the challenges of differentiation are far outweighed by the numerous benefits.

“students and differentiates them for different needs. This means that differentiation learning is not to make individual learning for each student but to help support diversity in learning. For example, a class has 20 students with different interests, readiness, and inclinations.  In differentiation learning it does not mean that teachers have to present 20 different ways, or make more questions for students who have the ability to solve problems quickly, but teachers must have the ability to use good learning methods, models, strategies and approaches so that students can be motivated.”  (Rigiant, 2023, p. 290-291).

(Education Week, 2018)

In conclusion, differentiation is essential for nontraditional learners and learners with specific needs but in the end, it benefits all learners and their teachers.  Differentiation works for all levels of education from preschool through adult learning.  Differentiation has many additional benefits to your students and classroom environment.  Differentiation is often misunderstood and under-taught and trained.  With training and support differentiation can be more easily integrated into general education.  Support of the administration is key, especially for new teachers or teachers unfamiliar with the content they are to teach.  I hope I have enticed you to attempt differentiation in some way in some part of your instructional practice.  Be wary though for once you see the dramatic results in your engagement, mastery, and classroom culture you will want to utilize more and more.

“DI had a positive impact on adult students’ achievements. Specifically, the students increased their learning, demonstrated more motivation, and became more proficient … also reported that students with low English skills became more self-confident.  In brief, although the studies described took place at the college and university levels, they show that the practical application of DI can benefit adult students.”  (Edouard, 2022, p. 113).

“ Differentiated instruction is not only beneficial for student learning but also for teachers. By tailoring their instruction and materials to meet individual student needs, teachers can create a more engaging and inclusive learning environment. Students are more likely to be motivated.” (Bennion, 2023, p. 4).

“Differentiated instruction belongs in middle school because this is where student differences are more apparent. Thus it is there, where teachers can be instrumental in helping students to reach their heights and potential. Schools have a responsibility to adjust to the developmental needs and levels of students. The National Board for Professional Teaching Standards (1989) has recognized that good teachers must respond to individual differences in students and must match their teaching styles to fit.”  (Logan, n.d., p. 11).

Sammons, L. (2020, May 19). Adapting instruction through differentiation - Solution Tree blog. Solution Tree Blog -. https://www.solutiontree.com/blog/adapting-instruction-through-differentiation/

“In summary, differentiated instruction has been argued to improve the learning process, positively affecting students’ learning achievement. Because the learning process is designed to suit the students’ different characteristics, students feel they belong to the learning process. Thus, students participate, interact, and communicate more, building a productive classroom. When the teacher believes that every student is unique and accepts this uniqueness, the students will feel at ease to come to the teacher and talk about their feelings, their problems in learning, and their inspirations. This process can be an initial and ongoing process for assessing the students’ unique backgrounds, readiness, and learning profiles, which become the foundation for designing and adjusting the instruction.” (Mirawati, 2022, p. 16-17).

References:

Alsalhi, N. R., Abdelrahman, R., Abdelkader, A. F. I., Al-Yatim, S. S. A., Habboush, M., & Al Qawasmi, A. (2021). Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course. International Journal of Emerging Technologies in Learning, 16(11), 25–45. https://doiorg.oclc.fullsail.edu/10.3991/ijet.v16i11.22303 

Altintas, E., & Ozdemir, A. S. (2015). Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions. Educational Sciences: Theory & Practice, 15(4), 1103–1118. https://doi-org.oclc.fullsail.edu/10.12738/estp.2015.4.2540 

Arslanhan, Ş., & Sözer, M. A. (2020). Farklilaştirilmiş Öğreti̇m Yaklaşiminin Öğrenci̇leri̇n Akademi̇k Başarilarina Etki̇si̇: Bi̇r Meta-Anali̇z Çalişmasi or THE EFFECT OF DIFFERENTIATED INSTRUCTION APPROACH ON ACADEMIC ACHIEVEMENT OF STUDENTS: A META-ANALYSIS STUDY. Journal of International Social Research, 13(69), 856–867. https://doi-org.oclc.fullsail.edu/10.17719/jisr.2020.4005 

Awaru, A. O. T., Ahmad, M. R. S., Sadriani, A., & Maulana, M. F. (2024). Meeting diverse learning needs: Exploring effective sociology teacher strategies in differentiated learning. KnE Social Sciences. https://doi.org/10.18502/kss.v9i2.14831 

Bennion, M. R. (2023, October 9). Why Differentiation is Important in Teaching. Simply B Teaching. https://www.simplybteaching.com/why-differentiation-is-important-in-teaching/ 

Day, N. (2023, April 23). 5 Common obstacles in differentiation & How to overcome them. Raising an Extraordinary Person. https://hes-extraordinary.com/common-obstacles-in-differentiation-how-to-overcome-them

Dharmaji, W. M., & Astuti, R. (2023, September 21). Improvement of student achievement through problem-based differentiated learning. Ma’ruf Dharmaji | JIPI (Jurnal IPA Dan Pembelajaran IPA). https://jurnal.usk.ac.id/JIPI/article/view/33145/18877 

Edouard, G. (Teddy). (2022). Differentiated Instruction: How Adult Education Programs Can Foster a Learning Culture That Meets Individual Needs of Adult Students. COABE Journal: The Resource for Adult Education, 11(1), 110–119. https://drive.google.com/file/d/11pSjW0_eo4d1aDJcSiL9hG9yyur8hYnp/view?usp=sharing 

Education Week. (2018, September 11). Differentiating instruction: It’s not as hard as you think [Video]. YouTube. https://www.youtube.com/watch?v=h7-D3gi2lL8

Evans, D. (2012, May 11). Making the most of mixed-ability. Times Education Supplement, 4. https://drive.google.com/file/d/12kDH3APpqALq_jsrLvvNimtsI91K7OLy/view 

Evans, D. (2012). Making the most of mixed-ability. TES: Magazine, 4992, 4–7. https://www.tes.com/magazine/archive/making-most-mixed-ability 

Farhania Maulida, Andhin Dyas Fitriani, & Mela Darmayanti. (2024). Development of Teaching Materials Based on Differentiated Learning to Improve Critical Thinking Dimensions of The Pancasila Learner Profile. Jurnal Kependidikan, 10(1), 125–135. https://doi.org/10.33394/jk.v10i1.10420 

Freeman, I. M., & Lim, M. (2017). The Benefits of Differentiated Instruction for At-Risk Learners. In Azusa Pacific University & Ramona High School, International Journal of Education and Social Science: Vol. Vol. 4 (Issue No. 7, pp. 15–16). https://web.archive.org/web/20180410042437id_/http://www.ijessnet.com/wp-content/uploads/2017/08/2.pdf 

Gregorius, R. (2011). Student Performances in Various Learning Protocols. Journal of College Science Teaching, 40(5), 85–95. https://eric.ed.gov/?id=EJ963593 

Handa, M. C. (2019). Leading differentiated learning for the gifted. Roeper Review, 41(2), 102–118. https://doi.org/10.1080/02783193.2019.1585213 

Schmitges,H. (2014, January 27). Differentiated instruction [Video]. YouTube. https://www.youtube.com/watch?v=wCt751vEqEY

Kilbane, C., & Milman, N. B. (2023). Differentiated Learning and Technology: A Powerful Combination: Dynamic, individualized instruction is possible when teachers intentionally design learning experiences. Educational Leadership, 80(9), 20–25. https://www.ascd.org/el/articles/differentiated-learning-and-technology-a-powerful-combination 

Logan, B. & Armstrong Atlantic State University. (n.d.). Examining differentiated instruction. In Research in Higher Education Journal (pp. 1–3). https://files.eric.ed.gov/fulltext/EJ1068803.pdf

Madly Learning. (2017, March 4). What is Differentiated Instruction [Video]. YouTube. https://www.youtube.com/watch?v=PcU4GglCQP0 

Marlina, M., Kusumastuti, G., & Ediyanto, E. (2023). Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools. International Journal of Instruction, 16(4), 423–440.https://doiorg.oclc.fullsail.edu/10.29333/iji.2023.16425a 

McClure, C. T. (2007). Ability Grouping and Acceleration in Gifted Education. District Administration, 43(8), 24–25. https://drive.google.com/file/d/12lPRJjxslFde9xVFH4HGugiIy9ffsfcU/view?usp=sharing

McMullen, A., & Alschuler, M. (2018). STRENGTH TRAINING: Differentiation gives students and faculty a tried-and-true way to learn and teach. Independent School, 77(4), 74–78. https://drive.google.com/file/d/12eJD74DuIlnyvP1hWePiXcKmixIoAtt3/view?usp=sharing

McNeill, H., & Polly, D. (2023). Exploring Primary Grades Teachers’ Perceptions of Their Students’ Mathematics Self-Efficacy and How They Differentiate Instruction. Early Childhood Education Journal, 51(1), 79–88. https://doi-org.oclc.fullsail.edu/10.1007/s10643-021-01281-3 

Mirawati, I. G. A., Suwastini, N. K. A., Haryanti, N. D., & Jayantini, I. G. a. S. R. (2022). DIFFERENTIATED INSTRUCTIONS: RELEVANT STUDIES ON ITS IMPLEMENTATION. Prasi, 17(1), 11–21. https://doi.org/10.23887/prasi.v17i1.41867 

Nahdhiah, U., & Suciptaningsih, O. A. (2024, February 21). Optimization of Kurikulum Merdeka through differentiated learning: Effectiveness and implementation strategy. Nahdhiah | Inovasi Kurikulum. https://ejournal.upi.edu/index.php/JIK/article/view/65069/pdf_en 

Pozas, M., Letzel, V., Lindner, K., & Schwab, S. (2021). DI (Differentiated Instruction) does matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.729027 

Reiser, R., & Dempsey, J. (2011). Trends and issues in instructional design and technology. https://bookshelf.vitalsource.com/reader/books/9780134237039/pageid/91 

Rigianti, H. A. (2023). THE CONCEPT OF DIFFERENTIATED LEARNING: ELEMENTARY SCHOOL LEARNING DIVERSITY SOLUTION. Jurnal PAJAR (Pendidikan Dan Pengajaran), 7(2), 285. https://doi.org/10.33578/pjr.v7i2.8992

Robinson, L., Maldonado, N., Whaley, J., & Walden University. (2014). Perceptions about Implementation of Differentiated Instruction. In Annual Mid-South Educational Research (MSERA) conference, Annual Mid-South Educational Research (MSERA) Conference [Conference-proceeding]. https://files.eric.ed.gov/fulltext/ED554312.pdf 

Henry Schmitges. (2014, January 27). Differentiated instruction [Video]. YouTube. https://www.youtube.com/watch?v=wCt751vEqEY

Subban, P. & Monash University. (n.d.). A RESEARCH BASIS SUPPORTING DIFFERENTIATED INSTRUCTION. Monash University. https://schoolsequella.det.nsw.edu.au/file/aece156a-8411-473b-94bb-392028e64e51/1/14115.zip/documents/CurriculumDifferentiationPaper.pdf 

Swanson, J. A., Ficarra, L. R., & Chapin, D. (2019). Strategies to strengthen differentiation within the common core era: drawing on the expertise from those in the field. Preventing School Failure, 64(2), 116–127. https://doi.org/10.1080/1045988x.2019.1683802 

Westman, L. (2022, October 24). Yes, differentiation is hard. so, let’s get it right. (Opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-yes-differentiation-is-hard-so-lets-get-it-right/2016/08 (info graphic from article used)

YourAlberta (Government of Alberta). (2018, April 10). Using differentiated instruction to support all learners [Video]. YouTube. https://www.youtube.com/watch?v=OqlXSV7By_s