differentiated Instruction

"(From the Executive Summary...)
Introduction
This report presents the findings of an evidence review designed to summarise what is known about good practice concerning the content of, and access to, the school curriculum for students with special educational needs. The review focused on post-primary settings where the issue is particularly pertinent; the focus of education shifts from being student-centred at primary level to being much more subject-focused in post-primary settings.

The research team delivered two literature reviews: one national, one international. Each was designed to draw out key issues around curriculum and access to the curriculum for students with special educational needs – including gaps and trends in the evidence base – to help the National Council for Special Education (NCSE) plan its future research agenda.

The project aims to:
* deliver a narrative review of research from the Republic of Ireland and Northern Ireland to identify key issues and themes within the area of curriculum and/or curriculum access at post-primary level for students with special educational needs relevant to the Irish context
* deliver a systematic review of the international literature on these priority themes for students with special educational needs at post-primary level
* summarise key findings from the reviews to enhance understanding of curriculum issues in order to assist the NCSE to plan further empirical research as necessary, and to formulate policy advice on the matter to the Minister. "

How to differentiate instruction in mixed-ability classrooms" ΚΕΦΑΛΑΙΟ 1 Τι είναι και τι δεν είναι η διαφοροποιημένη διδασκαλία Είναι γεγονός πως τα παιδιά ίδιας ηλικίας διαφέρουν στον τρόπο που μαθαίνουν, όπως ακριβώς διαφέρουν στα ενδιαφέροντα, στο χαρακτήρα και στις προτιμήσεις τους. Βασικό στοιχείο, λοιπόν, κάθε σχολικής τάξης είναι η ανομοιογένεια. Σε μια τάξη μη διαφοροποιημένης διδασκαλίας στο κέντρο βρίσκονται μόνο οι ομοιότητες των μαθητών.

(honoris causa (honoris causa), DEM), DEM ((dissertation in progress dissertation in progress) is one of the pioneering curriculum) is one of the pioneering curriculum developers during the administration of Sec Buboy Syjuco in TESDA developers during the administration of Sec Buboy Syjuco in TESDA Quezon City District, she was part of the AABC technical core of Quezon City District, she was part of the AABC technical core of experts who helped design TESDA Training Regulations, among experts who helped design TESDA Training Regulations, among them in ALIVE, ICT and Maritime Security. She was also part of the them in ALIVE, ICT and Maritime Security. She was also part of the team of experts who helped craft CHED CMO 37 on Islamic Studies team of experts who helped craft CHED CMO 37 on Islamic Studies during the term of then Commissioner Luningning Misuarez­Umar. during the term of then Commissioner Luningning Misuarez­Umar. She is one of the pioneering assessors of TESDA for Bookkeeping She is one of the pioneering assessors of TESDA for Bookkeeping NC III, one of the first three in the Philippines. She has also written NC III, one of the first three in the Philippines. She has also written training modules for technical vocational and teacher education training modules for technical vocational and teacher education program. program. She has BKP NC III and MT NCII qualifications as well as one of the She has BKP NC III and MT NCII qualifications as well as one of the pioneer assessor­trainor in BKP. She is currently the CWTS pioneer assessor­trainor in BKP.

Curriculum and curriculum access issues for students with special educational needs in post-primary settings: An international review Glossary Banding (see also 'streaming') Both banding and streaming are approaches to teaching pupils in ability-based groups. With banding, the year group is divided into two, three or four bands on the basis of a measure of general ability. Each band contains more than one class and pupils may be regrouped within each band. Bands remain consistent across subjects, but each student may be in different bands for different subjects (Department of Education and Employment (UK), 1999 1). Education specialists argue both for and against teaching in ability based groups. Evidence suggests that for pupils with special educational needs, streaming can militate against inclusion, and lead to lower self-report satisfaction for students and pupils (see Section 2.3.1.2). Co-teaching This involves two or more teachers, usually one general and one special educational needs teacher, planning and delivering the curriculum together. Curriculum This sets out what is to be taught, how it is to be taught and how learning is to be assessed 2. Department of Education and Skills Before 1997, this was known as the Department of Education. From 1997 to 2010, it was the Department of Education and Science (DES). Today the Department of Education and Skills is responsible for education policy at primary, post-primary, and tertiary levels in Ireland. The relevant Minister for Education and Skills is responsible for ensuring implementation of the Government's education policies. In this review, we distinguish between reports published by the Department of Education, the DES (Science) and the DES (Skills). Differentiation This is the process of varying content, activities, teaching, learning, methods and resources to take into account the range of interests, needs and experience of individual students (National Council for Curriculum and Assessment, 2007, p8). Further Education and Training Awards Council (FETAC) FETAC is the national awarding body for further education and training in Ireland. FETAC validates awards at Levels 1 to 6 of the National Framework of Qualifications and works with a range of providers in education and training centres, colleges and the workplace. 1 https://www.education.gov.uk/publications/eOrderingDownload/RR166.pdf 2 NCSE, 2009. A request for tenders to undertake a review of the international research literature on curriculum and curriculum access issues for students with special educational needs in post-primary settings. 3 National Council for Special Education (2006). Guidelines on the individual education plan process. Dublin: NCSE. x Curriculum and curriculum access issues for students with special educational needs in post-primary settings: An international review Post-primary education In Ireland, this relates to students aged 12 to 19 years and consists of three years of "junior cycle" followed by two or three years of "senior cycle", both culminating in examination and certification. Special educational needs (SEN) Under Section 1 of the Education for Persons with Special Educational Needs (EPSEN) Act, 2004, "special educational needs" is interpreted as "a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health, or learning disability, or any other condition which results in a person learning differently from a person without that condition" (NCSE, 2006). The definition of special educational needs in Ireland excludes pupils who are gifted and talented. Special educational needs coordinator (SENCO) This is a teacher with responsibility for coordinating special educational needs provision within a school (Department for Education (UK), 2011). Special educational needs organisers (SENOs) SENOs are appointed by the National Council for Special Education and provide a direct service to the parents of children with special educational needs and to schools within designated geographical areas. SENOs are mainly involved in resourcing schools to meet the needs of children with special educational needs and in ensuring resources are used efficiently in schools. SENOs also have a role in supporting and advising parents of children with special educational needs. They identify possible placements for children with special educational needs, liaise with the HSE and other services, engage in discussions with schools and assist in planning the transition of children between schools and onwards from schools to further/higher education and other services. Special Education Support Service (SESS) SESS supports teaching and learning in relation to special educational provision in Ireland. It coordinates , develops, and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in mainstream primary and post-primary schools, special schools, and special classes. The SESS operates under the remit of the Teacher Education Section (TES) of the Department of Education and Skills. State Examinations Commission (SEC) This is responsible for the development, assessment, accreditation, and certification of the Irish State's "second-level" examinations: the Junior Certificate and the Leaving Certificate. The State Examinations Commission is a non-departmental public body under the aegis of the DES. Curriculum and curriculum access issues for students with special educational needs in post-primary settings: An international review xi Special needs assistants Special needs assistants (SNAs) have a non-teaching role focused on the care needs of pupils with disabilities in an educational context. They are recruited to assist pupils with a significant medical need, a significant physical or sensory impairment or whose behaviour is such that they are a danger to themselves or others. SNAs should not be used for pupils with a general learning disability who need mainly additional academic input 4. Streaming This is where pupils are assigned to classes on the basis of a measure of general ability: the most able pupils are in one stream, the next most able in the next stream and so on. Pupils remain in these streamed classes for most or all subjects (Department of Education and Employment (UK), 1999 5). Teaching assistants or learning support assistants These are classroom assistants who, under the supervision of a trained teacher, offer educational support to students individually or in small groups. Some have just basic training, but others are more highly trained and experienced and higher level teaching assistants may supervise a class in the absence of a teacher for one or more sessions. There are no teaching or learning support assistants in the Irish system. Universal design This refers to the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people, regardless of age, size or disability (Disability Act 2005). When universal design is applied to learning, curricular materials are flexible enough to suit all learners, and the activities provided are accessible to students across a diverse range of abilities (Winter & O'Raw, 2010).

If knowledge is dynamic, evolving, and relative, then whatever conclusions we believe we may have reached, with regard to the origins, nature, and classification of difference, as a general concept, can only be partial in their descriptions and the understanding they seek to convey. The question of difference, and with it, the corresponding pedagogical theories, concepts and strategies that constitute “differentiated learning”, should, it would seem, be explored on both practical and philosophical levels. I believe it is necessary to do both, simultaneously: and to ponder the relationship between the two, in order to recognize that, rather than being mutually exclusive, diversity and unity within any context can be experienced as complementary expressions of a common and essential reality, and, therefore, as mutual signifiers. Translated into thought and action, these two states are mirrored in processes of convergence and divergence. Problems arise when we fail to discover connections between ideas, entities, and processes that seem, or that we believe, to be different; and instead, approach the question of differentiation from the starting point of dichotomy, mistaking the two concepts for the same thing. When we do so, our approach is determined by preexisting, biased, and, in many ways, outdated, or partially informed conclusions.

The project reported in this paper took place in an
independent school in an Australian capital city.
The project was a collaboration between a
teacher-researcher and a university-based
researcher. The project was initiated because the
school made a decision to support the
implementation and development of policy and
provisions for gifted students. Co-authored by John Bailey

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores gifted learners' English language anxiety in ESL setting, by surveying 119 gifted learners of PERMATApintar National Gifted Center (PpNGC), Universiti Kebangsaan Malaysia, Malaysia. The result shows that gifted learners have certain level of language anxiety in English language setting; that language anxiety negatively correlates withgifted learnes' English language performance; and that female gifted learners indicate higher language anxiety than males. Finally, this paper provides some insights towards minimizing gifted learners' language anxiety in English language environment.

This study aims to investigate how effective are differentiation and enrichment of an instructional design in revealing and improving creative thinking skills of gifted and talented learners. Pre-test and post-test experiment-control group quasi-experimental design was used in this study. The subjects of the study consisted of 72 students aged 10 to 11 years, who were identified as gifted and talented and who are currently attending the same Science and Arts Center (SAC) in the province of Istanbul. When the findings were interpreted, it is possible to conclude that the instructional design that was differentiated and enriched by means of the Kolb's learning styles the Bloom's taxonomy had positive effects on revealing and improving creative thinking skills of gifted and talented learners. Based on the findings obtained within this study, we could recommend that teachers, who would like to support and develop their students' creative thinking skills, should first start with identifying the potentials, interests and learning styles of their students; then provide them with a learning environment where the students can demonstrate their creativity, defend their ideas freely, and produce unique solutions to the problems that they face; and finally employ the approaches, methods, or techniques that improve creative thinking and whose effectiveness is scientifically proven in the literature.

Equal access to robust learning experiences is essential for learners regardless of their academic levels, especially in a mixed-ability classroom. The diversity among the learners has to be the focus for teachers in planning, designing and delivering their lesson efficiently. This focus is to make sure that the lesson will satisfy both learners' academic needs and the nature of the current 21st-century classroom to increase students' outcomes holistically. Furthermore, catering to learners' diversity is one of the key areas in the recent educational transformation initiatives in Malaysia, along with the launched of School Transformation 2025 Program (TS25) in 2015. Meanwhile, the differentiated approach has been suggested as a beneficial educational approach in teaching academically diverse learners. Simultaneously, differentiated approach is one of the suggested techniques in TS25 modules on active learning. This article aims to explore TS25 schoolteachers' perceptions of managing differentiated learning (DL) in their diverse ESL classrooms. Twenty English language teachers from four different TS25 schools in Klang district, Selangor were involved in this study. The data were analysed descriptively using frequency, percentage, means, and standard deviation gained from the questionnaire. The results indicated four teachers' perceptions as awareness towards the DL approach, DL lesson planning and materials building, DL classroom practices, and self-competency towards the approach. TS25 schoolteachers perceived differentiation as a beneficial approach in teaching diverse academic learners, which also promotes better, enjoyable, and satisfactory student-centered teaching and learning session. However, instead of having systematic and organised lesson planning, the findings revealed that the process of designing, planning, and implementing the DL lessons could be as challenging since it is time-consuming, and teachers are lacking of funding in constructing and designing the teaching and learning materials. The findings also suggested that in order to successfully implementing the DL in an ESL classroom, teachers need ongoing workshops of DL approach. Implications and suggestions for future development and research were discussed at the end of the paper.

Though nearly 5 million students can be characterized as gifted and talented in the United States, many exceptional learners “fly under the radar.” Because they are not appropriately challenged in the general classroom, they never meet their full potential—in school or in life.
Author Jenny Grant Rankin equips general classroom teachers with the information and strategies they need to spot, advocate for, engage, and challenge exceptional learners in their classrooms.
Learn how to
• recognize the challenges of each child,
• identify the five unexpected traits of exceptional learners, and
• adjust your teaching to meet the needs of all learners.
Filled with useful strategies and poignant personal accounts, this book gives you the “meat” of what you need to prevent those students who need to be challenged and engaged from slipping through the cracks.

The growing population of English language learners (ELLs) in the nation’s schools is not limited to states like New York, California, Texas, and Florida, where their numbers have been high for many years; now, midwestern and southeastern states are seeing the greatest increases. For instance, the population of ELLs in Wisconsin saw a 140% increase between 1998 and 2008 (NCELA, n.d.). Instruction for ELLs is now of relevance to all teachers in the state, who may or may not have a background in teaching English to speakers of other languages (TESOL). The purpose of this article is to provide an overview of key strategies that support effective instruction for ELLs in secondary English classrooms, with illustrative examples shared by both English as a second language (ESL) and English teachers. It is hoped that these will provide readers with some concrete ways to differentiate instruction to support ELLs.

This is an excerpt from my book, '10 Essential Instructional elements for Students with Reading Difficulties: A Brain-Friendly Approach.  This book describes research-based instruction that is based in neuroscience as well and cognitive psychology.  It is published by Corwin Publishers and will be published in 2015.

Although there has been a lot of research done on multicultural instruction, differentiated instruction, in isolation, there is hardly research on the possibility of blending them and taking multicultural education to the next level. Blending these two instructional approaches would result in a superior instructional strategy, i.e. differentiated-multicultural instruction. Multicultural instruction and differentiated instruction are similar in many ways. They are both set on the premise that good teaching caters to the needs of ALL students by ensuring that all students reach their full potential. This article illustrates how combining individual components of differentiated instruction and multicultural instruction can be helpful in meeting the needs of exceptional learners and students from diverse back- grounds in the general education curriculum. This article would demonstrate to readers the ways in which effective teaching must ensure that ALL students are learning by combining the relevant components of differentiated instruction and multicultural instruction.

Teaching writing through a process approach is considered as an effective approach, because it not only focuses on the writing steps, but it also focuses on the diversity learners bring in the classrooms. According to Tileston (2004), a good teacher recognises the academic diversity, values it and adopts the approach of differentiated instructions. This study reports an implementation process, where 39 undergraduate learners, studying a Compulsory English at University of Karachi, Pakistan, were taught writing processes following differentiated instruction strategies over the period of four weeks. The data were collected using three instruments: students' work samples, students' controlled anonymous feedback on exit slips, and a teacher-researcher diary. The findings of the study disclosed that the implementation of differentiated instruction is challenging as it requires time, careful planning and continuous reflection. The results also revealed that linking the process approach to writing and differentiated instruction approach together made learning more evident. Therefore, it is suggested that the writing teachers should move from traditional approaches to the contemporary approaches. This research may serve as a source of motivation and provide a model for the writing teachers who are reluctant to adopt new approaches.

This study determined the effectiveness of Differentiated Instruction in the reading comprehension level of the Grade-11 senior high school students, school year 2016-2017. Specifically, it aims to determine the reading comprehension level of the control and the experimental groups in the pretest and post-test; identify if there is a significant difference in the reading comprehension level of the control and experimental groups in the pre-test and post-test results; and identify the strengths and weaknesses in using Differentiated Instruction. Quasi-experimental method was employed in conducting the study. The respondents were the 150 Grade-11 students of a public high school grouped as control and experimental using Parallel technique. Data sources include pre-test and post-test scores, gain scores, classroom observation form, survey questionnaire, and researcher’s reflective notes. The qualitative data were analysed using template analysis style and the basic approach of comprehe...

This paper will give a detailed explanation of the adult language classroom that I have been observing and teaching in for the past two months in Eureka, California. In the first part of this paper, I will document the context of this classroom, the students, their particular learning levels, the cultural factors at play, and other pertinent information to explaining the intense diversity of this classroom. I will then argue that this class’s large amount of academic diversity requires appropriately differentiated instructions, classwork, and activities for the different leveled students to be as successful as possible. Subsequently, I will propose a solution involving the use of language centers for half the class time where the advanced students could work independently, with other modalities (i.e. computers, books, audio), and in groups/pairs to encourage a more active role in their own learning. I will argue, furthermore, that this solution will not only give the instructor more time to spend with the beginner students in the class, but will also promote learner autonomy with the more advanced students. Finally, I will detail my expert consultant’s responses to this proposed solution, and follow with a closing statement of the most important things I have learned from this Case Study.

Keywords: differentiation, learner autonomy

Περίληψη Στην παρούσα εργασία παρουσιάζεται μια διδακτική πρόταση διάρκειας μιας ώρας, που αφορά στην επίλυση μιας απλής άσκησης του σχολικού βιβλίου της Άλγεβρας της Β΄ Λυκείου στο κεφάλαιο των πολυωνύμων. Προτείνεται οι μαθητές να εργαστούν σε ομάδες των τεσσάρων, τις οποίες θα ορίσει ο εκπαιδευτικός με βασικό κριτήριο τη μαθηματική επίδοση. Κάθε μαθητής θα εργαστεί στο δικό του τετράδιο, συζητώντας όμως με τους μαθητές της ομάδας του και με τον εκπαιδευτικό και αν υπάρχει ανάγκη, ανάλογα με τη σύνθεση των μαθητών του τμήματος, θα διαφοροποιηθεί κατάλληλα το περιεχόμενο της διδασκαλίας για κάποιες ομάδες. Προτείνεται ακόμη η άσκηση να μην επιλυθεί στον πίνακα και να μη γίνει καμία συζήτηση στην ολομέλεια της τάξης. Αυτός ο εναλλακτικός τρόπος οργάνωσης της διδασκαλίας έχει ως βασικούς στόχους την ενεργητική συμμετοχή του συνόλου των μαθητών στο μάθημα και την αντιμετώπιση του φαινομένου της μεγάλης ανομοιογένειας στη μαθηματική επιδοση, που ενυπάρχει στην πλειονότητα των σημερινών σχολικών τάξεων. Abstract In this paper we present a didactic proposal for teaching a trivial exercise of the school textbook of Algebra in the chapter of polynomials. It is suggested that students work in groups of 4 defined by the teacher based on their mathematical performance, each student working in his own notebook, discussing with the other students in the same group and with the teacher and differentiate instruction in weak and strong groups, if necessary. It is also suggested that the exercises should not be solved on the blackboard and that no discussion will be addressed to the classroom as a whole. This alternative way of organizing instruction aims, among others, in increasing

Purpose-This study reports the integration of a music-based teaching tool "musichemistry" and determine whether this music-based teaching strategy places a significant influence on the motivation, engagement and proficiency of the learners in Chemistry.
Method-The quasi-experimental pre-testpost-test with two match-paired groups design was employed in this study (David, 2002). Prior to the conduct of research, the chemistry songs, with existing tunes rewritten with new lyrics to teach and explain chemistry-related concepts through verse was developed by the researcher and undergo content validation by experts. The following steps were done during the conduct of the study: (1) preparation (including validation and pilottesting) of research instruments; (2) secured permission from the school head of the research site and waivers from parents of the subjects; (3) administered the pre-tests to 100 prospective subjects; (4) did match-pairing based on the pre-test result of the chemistry proficiency test to choose the final participants of 30 pairs or 60 individuals; (5) randomly assigned the MBT and NMBT groups; (6) implemented the six-week intervention; (7) administered the post-tests to 60 subjects, 30 per group; (8) conducted focused group discussion; and (9) analyse the data using appropriate statistical tools and thematic analysis.
Findings-Based on the findings, it showed that integrating musichemistry as a teaching tool in teaching chemistry lessons improved the motivation, engagement, and proficiency of learners in learning chemistry than those taught without music. These songs become "earworms" to their head that helped them recall concepts easily as they took the formative, summative, and quarterly assessments. Integrating music in the teaching of chemistry created a positive and engaging environment for learners to learn chemistry. Learners also showed positive attitude and excitement to learn new chemistry songs in every lesson.
Significance-Musichemistry offers not only as an innovative teaching tool but also an avenue for inclusion in the science curriculum. Textbook writers may integrate content-based songs in chemistry textbooks to help facilitate the understanding of chemistry concepts, especially those challenging topics in chemistry. In this new normal, musichemistry teaching approach may be used to teach chemistry lessons through blended learning.

in: Tijdschrift voor Lerarenopleiders 36.3, 17-28.

Over binnenklasdifferentiatie bestaan misvattingen bij lerarenopleiders en (aspirant-)leraren. Zij associëren binnenklasdifferentiatie met geïndividualiseerd onderwijs, complexe didactische werkvormen en ‘iets extra’s’ waar geen tijd voor is. Daarbij is differentiëren volgens hen enkel nodig in ‘heterogene’ groepen die bestaan uit leerlingen met een andere etnische origine of uit leerlingen die extra zorg vragen. In dit artikel toetsen we de inzichten over binnenklasdifferentiatie uit de literatuur aan opvattingen die circuleren in het onderwijsveld. Op basis van deze vergelijking formuleren we ideeën voor lerarenopleiders om misvattingen over binnenklasdifferentiatie weg te werken en de transfer naar de praktijk te versterken.

Geometry is one of the fundamental methods which people used to understand and explain the physical environment by measuring length, surface area and volume. For this reason, enhancing geometric thinking is very important. But, many find learning geometry very difficult this is  because students fail to develop an adequate understanding of geometric concepts, reasoning, and problem solving skills; unable to extract necessary information from a given data; unable to interpret answers and make conclusions; learning concentrates more on how much they can remember and less on thinking and reasoning; and misinterpretation of the problem. By determining the level of geometric thinking of the students the teacher will be able to understand the performance of the students in the class and would give way of the instructional materials, strategies and methods used in imparting the concepts and to give remediation program to those who are left behind.
The findings show that the level of geometric of the grade eight students were very low, and that the grades of the students are also very poor. The geometric level of the students are related which means one cannot proceed to the next level without mastering the previous level first. the results also showed that the performance of the students relies on the level of geometric thinking.
The researchers strongly recommends that the student must under go intervention to fill the gap between the competencies being taught and the students' level of geometric thinking; that the teacher should be expose the students to more geometry experience; that the math teachers should be sent to graduate schools to update their knowledge and skills.

This study determined the effectiveness of Differentiated Instruction in the reading comprehension level of the Grade-11 senior high school students, school year 2016-2017. Specifically, it aims to determine the reading comprehension level of the control and the experimental groups in the pretest and post-test; identify if there is a significant difference in the reading comprehension level of the control and experimental groups in the pre-test and post-test results; and identify the strengths and weaknesses in using Differentiated Instruction. Quasi-experimental method was employed in conducting the study. The respondents were the 150 Grade-11 students of a public high school grouped as control and experimental using Parallel technique. Data sources include pre-test and post-test scores, gain scores, classroom observation form, survey questionnaire, and researcher’s reflective notes. The qualitative data were analysed using template analysis style and the basic approach of comprehe...

This study aimed to find out the effectiveness of using differentiated teaching of the English language in developing skills of listening comprehension and creative thinking among students of the secondary third grade students in the city of Taif, at the levels of listening comprehension and creative thinking separately and collectively compared to the usual methods used in teaching English. In order to achieve this goal, the researcher used the quasi-experimental approach with two groups control and experimental. Two tests were used, one to measure listening comprehension skills and the other to measure creative thinking skills, and after ascertainingthe validity and reliability of the two tests it had been applied previously to study sample which consisted of (55) students from the secondary third grade in Taif in the first semester of 1434 A Hijri, by (28) students in the experimental group and (27) in the control group. After the end of the experiment that lasted for one month, was then applied to the sample. By usingAverages, standard deviations and analysis of covariance (ANCOVA) the following results were reached: presence of statistically significant differences between the two groups of the study in the listening comprehension skill test separately and collectively, as well as the presence of statistically significant differences between the two groups in creative thinking skill test separately and collectively and the differences were in favor of the group experimental. In the light of these results, the study recommended encouraging English teachers to use differentiated teaching strategy in teaching, training teachers and educational supervisors on using it during their service and introduce them to its advantages, benefits and ways by which education differentiation work, include differentiated teaching in the theoretical and practical academic courses in colleges of education, training students to these modern educational strategy.

When an educational establishment decides to promote reflective practice in its midst and expects all stakeholders (teachers, students, and administrators) to become reflective practitioners and advocates, there ought to be a firm understanding of the meaning of the term reflection and of the concept of reflective practice.  This research paper will address all relevant issues concerning the practice of reflection, highlighting the primacy of professional development as a reliable and robust link between theoretical knowledge and practical knowledge.  The paper will also explore the current research with regard to reflective practice.  A comprehensive literature review of the practice within the educational field will be alluded to. Best approaches to integrate relevant strategies and to address issues emanating from the practice will also be included. Finally, recommendations for future development and a synthesis of the various elements needed for efficient reflective practice will be provided.

The author interviewed Dr. Carol Tomlinson, who is a well-known academic scholar in gifted education. The interview focused on Dr. Tomlinson's work on differentiation, how she started, and what her suggestions for teachers are to differentiate instructions for gifted students in general education classrooms.

This study aims to improve the learning activities and mathematics learning outcomes of students in class XI MIPA in the 2022/2022. This study uses differentiated learning by involving three elements, namely visual, auditory, and kinesthetic. This research is a classroom action research which is divided into two cycles. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on students of class XI MIPA 1 at SMA Negeri 8 Barabai in the 2021/2022.
The results of the research carried out on 29 students, the activities in the first cycle showed an increase in learning activities from the previously applied learning, with an average student learning activity of 9.92 while the average score of student learning activities in the second cycle was 16 ,80. While student learning outcomes have increased from cycle I to cycle II, in the first cycle the number of students who completed 15 students (51.72%) while students who had not completed were 14 students (48.28%) with an average score of 66.55 . Then in the second cycle, there was a very high increase compared to the previous cycle, namely students who had reached the KKM totaled 28 students (96.55%), while students who had not completed was 1 student (3.45%) with an average score of 80. . This study shows that the application of differentiated learning can improve the activities and learning outcomes of mathematics students in class XI MIPA at SMA Negeri 8 Barabai in 2021/2022.

Differentiated Instruction (DI) has been found to be effective in catering to the individuality of students and at the same time helping students to have positive attitudes about school, increased engagement in learning, and improved achievement. In the Philippines, 16 Focus Groups from Grade 7 students were interviewed regarding their experiences on the differentiation of instruction provided by their Mathematics teachers, which in this study the most observed differentiations by the respondents are relating real-life situations to the lessons, modified learning activities, learning activities according to students' preference, teachers' assistance during learning activities, and grouping students based on projects and choice of students. Their verbalized experiences were transcribed as is with no re-statement to conform with Marton's Phenomenographical principles in characterizing the variations of experiences. Using thematic analysis, a dendrogram is used to cluster the conceptions of the experiences of the respondents in this study. A frequency table and a bar graph present the similarities and variations of the Grade 7 Filipino students' conceptions of their experiences on DI. Hence, this study argued that DI motivates students' interest, makes learning mathematics easier, and challenges students to learn and do more. However, the study also argued that students have difficulties in learning and doing mathematical tasks. The findings suggest that considering activities based on students' preference, modified learning activities, variety of assistance provided to students during activities, and variety of relating real-life situations, and creating different groupings are not enough to ensure that differentiation results to an effective instruction.

This study aimed to find out the effectiveness of using differentiated teaching of the English language in developing skills of listening comprehension and creative thinking among students of the secondary third grade students in the city of Taif, at the levels of listening comprehension and creative thinking separately and collectively compared to the usual methods used in teaching English. In order to achieve this goal, the researcher used the quasi-experimental approach with two groups control and experimental. Two tests were used, one to measure listening comprehension skills and the other to measure creative thinking skills, and after ascertainingthe validity and reliability of the two tests it had been applied previously to study sample which consisted of (55) students from the secondary third grade in Taif in the first semester of 1434 A Hijri, by (28) students in the experimental group and (27) in the control group. After the end of the experiment that lasted for one month, was then applied to the sample. By usingAverages, standard deviations and analysis of covariance (ANCOVA) the following results were reached: presence of statistically significant differences between the two groups of the study in the listening comprehension skill test separately and collectively, as well as the presence of statistically significant differences between the two groups in creative thinking skill test separately and collectively and the differences were in favor of the group experimental. In the light of these results, the study recommended encouraging English teachers to use differentiated teaching strategy in teaching, training teachers and educational supervisors on using it during their service and introduce them to its advantages, benefits and ways by which education differentiation work, include differentiated teaching in the theoretical and practical academic courses in colleges of education, training students to these modern educational strategy.

This study determined the effectiveness of Differentiated Instruction in the reading comprehension level of the Grade-11 senior high school students, school year 2016-2017. Specifically, it aims to determine the reading comprehension level of the control and the experimental groups in the pretest and post-test; identify if there is a significant difference in the reading comprehension level of the control and experimental groups in the pre-test and post-test results; and identify the strengths and weaknesses in using Differentiated Instruction. Quasi-experimental method was employed in conducting the study. The respondents were the 150 Grade-11 students of a public high school grouped as control and experimental using Parallel technique. Data sources include pre-test and post-test scores, gain scores, classroom observation form, survey questionnaire, and researcher’s reflective notes. The qualitative data were analysed using template analysis style and the basic approach of comprehe...

The national education reform in Malaysia expressed the need for equal and flexible education in the effort to bridge the achievement gap resulted due to diversity in education. The reform gave way to the introduction of differentiated instruction in English language teaching and learning, which has gained reputable appraisals from many. Despite its purported benefits, teachers claimed to face difficulties in their differentiation practices while student achievement was as not as expected. The purpose of this study thus is to explore differentiation practice in English language teaching and learning in the Malaysian context by tapping into teacher cognition. A framework of teacher cognition and a model of differentiated instruction were utilized to lay out the structure and provide the constructs understudy that led to the investigation of teacher cognition and differentiation strategies for English language lessons. This paper presents the qualitative findings of a case study research design, revealing teacher cognition about differentiated instruction that determines their differentiation strategies. This study reveals that English language teachers have specific cognition about differentiated instruction that determines their differentiation strategies employed in the classroom. Schematic representations of teacher knowledge about differentiated instruction and their differentiation strategies are also provided.

Language teachers are usually faced with the challenging classrooms wherein the students with mixed language abilities sit together. One solution to deal with this situation is to apply differentiated instructions in terms of tiered task strategy. By definition, tiered tasks are extracted from the same material or skills, and personalized according to students' readiness, interest and preferred modes of learning. In the same vein, this experiment investigated the role of tiered listening tasks on 46 mixed-ability Iranian EFL learners in 9 intervention sessions. The participants were pre-assessed and assigned into 3 divisions of high, mid and low achievers. While the control group in this research experienced the conventional one-size-fits-all instructions to listening comprehension, the divisions in the experimental group received open-ended, multiple choice and true-false tiered listening tasks. Moreover, upon the individual's performance on tiered tasks, their division arrangement changed every 3 sessions so that they either remained or to be removed to higher or lower divisions. Findings statistically implicated the effectiveness of the tiered tasks on the participants' listening comprehension improvement. However, the observed matrix of multiple correlation coefficients failed to show any powerful association between the participants' mixed-levels of language proficiency and their successful performance on tiered tasks. The researchers' concluding remarks on the assessment and teaching benefits of differentiated instructions in EFL contexts were provided too.

This study aimed to find out the effectiveness of using differentiated teaching of the English language in developing skills of listening comprehension and creative thinking among students of the secondary third grade students in the city of Taif, at the levels of listening comprehension and creative thinking separately and collectively compared to the usual methods used in teaching English. In order to achieve this goal, the researcher used the quasi-experimental approach with two groups control and experimental. Two tests were used, one to measure listening comprehension skills and the other to measure creative thinking skills, and after ascertainingthe validity and reliability of the two tests it had been applied previously to study sample which consisted of (55) students from the secondary third grade in Taif in the first semester of 1434 A Hijri, by (28) students in the experimental group and (27) in the control group. After the end of the experiment that lasted for one month, was then applied to the sample. By usingAverages, standard deviations and analysis of covariance (ANCOVA) the following results were reached: presence of statistically significant differences between the two groups of the study in the listening comprehension skill test separately and collectively, as well as the presence of statistically significant differences between the two groups in creative thinking skill test separately and collectively and the differences were in favor of the group experimental. In the light of these results, the study recommended encouraging English teachers to use differentiated teaching strategy in teaching, training teachers and educational supervisors on using it during their service and introduce them to its advantages, benefits and ways by which education differentiation work, include differentiated teaching in the theoretical and practical academic courses in colleges of education, training students to these modern educational strategy.

Στο εκπαιδευτικό γίγνεσθαι, συχνά, υπεκφεύγουν της προσοχής οι μαθητές με αναστολή συμπεριφοράς και κοινωνική απόσυρση. Θέμα που είναι ανάγκη να προβληματίσει δεδομένου ότι αυτή η συμπεριφορά επεκτείνεται στην ενήλικη ζωή, δημιουργώντας θέματα αγχωδών διαταραχών και κατάθλιψης. Το ζήτημα αφορά ειδικές εκπαιδευτικές ανάγκες. Ταυτόχρονα, η εκπαίδευση γενικά, των μαθητών με ειδικές εκπαιδευτικές ανάγκες στο συνηθισμένο σχολείο στηρίζεται τα τελευταία έτη, έντονα, στις διδακτικές παραινέσεις της Δια- φοροποιημένης Διδασκαλίας. Επιπλέον, η διαμορφωτική αξιολόγηση, αποτελεί κοινή παραδοχή ότι θα ήταν ωφέλιμο να στηρίζει στο σύνολό της, την καθημερινή σχολική πράξη. Η παρούσα μελέτη αποσκοπεί στη δημιουργία συζεύξεων μεταξύ των δύο θεωριών μέσα από την διδακτική πράξη με στρατηγικές, οι οποίες στο σύνολό τους αποσκοπούν στην ισότιμη συνεκπαίδευση των μαθητών και εμπλοκή των μαθητών με αναστολή συμπεριφοράς και κοινωνική απόσυρση. Περιγράφονται διδακτικές στρατηγικές και διαδικασία χρήσης για “εν χορώ απάντηση” (choral responding) “κάρτες απόκρισης” (response cards) και “κάρτες εξόδου” (exit cards). Λέξεις κλειδιά: αναστολή συμπεριφοράς, Διαφοροποιημένη Διδασκαλία, διαμορφωτική αξιολόγηση, ειδικές εκπαιδευτικές ανάγκες, διδακτικές στρατηγικές.

Στην παρούσα εργασία παρουσιάζεται ένα Σχέδιο Εργασίας για το μάθημα της
Γλώσσας της Δ’ τάξης του Δημοτικού Σχολείου με θέμα «Μαθαίνω τον ευθύ και τον
πλάγιο λόγο». Κεντρική διδακτική τεχνική του Σχεδίου Διδασκαλίας είναι η
διαφοροποιημένη διδασκαλία, ενώ η χρονική του διάρκεια ορίζεται σε 5 διδακτικές
ώρες. Το παρόν Σχέδιο Εργασίας αποτελεί μέρος της 9ης ενότητας του σχολικού
βιβλίου, με τίτλο «Η παράσταση αρχίζει», και πιο συγκεκριμένα της διδακτικής
ενότητας με τίτλο «Όρνιθες».
Αυτό το Σχέδιο Εργασίας απευθύνεται σε τάξη που αποτελείται από μαθητές
με διαφορετικές ικανότητες μάθησης (μαθητές χαμηλών ικανοτήτων, μέτριων
ικανοτήτων και υψηλών ικανοτήτων/χαρισματικοί μαθητές). Ως γενικός σκοπός του
μαθήματος ορίζεται οι μαθητές να μάθουν τον ευθύ και πλάγιο λόγο. Πιο
συγκεκριμένα, μέσα από τις δραστηριότητες που περιγράφονται στο Σχέδιο Εργασίας,
οι μαθητές αναμένεται να είναι ικανοί να αναγνωρίζουν και να εντοπίζουν τον ευθύ και
τον πλάγιο λόγο, να αναγνωρίζουν τα χαρακτηριστικά του κάθε είδους, να μετατρέπουν
τον ευθύ λόγο σε πλάγιο και το αντίστροφο και να κατανοούν σε ποιες περιστάσεις της
καθημερινής ζωής και της τέχνης χρησιμοποιείται το κάθε είδος λόγου. Επίσης, στόχοι
του παρόντος Σχεδίου Εργασίας είναι οι μαθητές να εκφραστούν μέσα από την τέχνη
(δραματοποίηση, ζωγραφική, παραγωγή γραπτού λόγου-συγγραφή κόμικ) και να
ασκηθούν στον ομαδικό τρόπο εργασίας μέσα στην τάξη.

This paper presents a Project for the subject of Greek Language of the 4th form
of the Greek Primary School, under the title “Learning direct and indirect speech”. The
central teaching technique of the Project is the differentiated teaching, covering 5
teaching hours. This Project constitutes part of the 9th unit of the school book entitled
"The Show Begins", and more specifically, the unit entitled "Birds".
This Project is ideal for a classroom consisting of students with different
learning abilities (low-ability, medium- ability and high- ability/gifted students). The basic aim of the project is the pupils to learn the direct and indirect speech. More
precisely, through the activities described in the Project, students will be able to
recognize and identify the direct and indirect speech, to recognize the characteristics of
each speech, to convert the direct speech to indirect and vice versa, and to understand
the circumstances of everyday life and art under which each kind of speech is used.
Furthermore, this Project aims to make the students express through art (dramatization,
painting, comic writing) and work as a team member in the classroom.

This research aims to describe the effectiveness and benefits of the Learning Management System (LMS) on the In-network Learning System (SPADA) based on scientific. This is a quantitative-typed research with the one-group pretest-posttest design. Using the purposive sampling technique, the sample was taken from the participants of the madrasa Teacher Profession Education (PPG) within the position at the IAIN (State Islamic Institute) Salatiga, Indonesia, in 2019. The results of the research showed that: (1) the assessment of the participants of PPG in the position of Madrasa teacher, which was as much as 30 people, said that the LMS on the SPADA was easy to conduct, practical, and effective; (2) the scientific-based LMS was in the menu of formative (observing) test, discussion (questioning, discussing, reasoning) forum, and final assignment (attempting); (3) test of Wilcoxon, Z =-4.75 with the significance (p) = 0.000 < 0.05, in summary that the scientific-based LMS on the SPADA was effective on the results of the pedagogical material summative learning of the participants of Madrasa PPG at the IAIN Salatiga, Indonesia.