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 This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pretest and post-test. The study was conducted on 24  students of class IX in English in the district of Shikarpur, subjects using a convenient sampling technique. The selected sample was assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material, intelligence and mental approach, and allowing to read a part of the passage and solve easy questions related to the passage. Later on, as per planning, a post-test was conducted where the results showed that 68% of students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

 This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pretest and post-test. The study was conducted on 24  students of class IX in English in the district of Shikarpur, subjects using a convenient sampling technique. The selected sample was assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material, intelligence and mental approach, and allowing to read a part of the passage and solve easy questions related to the passage. Later on, as per planning, a post-test was conducted where the results showed that 68% of students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

 This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pretest and post-test. The study was conducted on 24  students of class IX in English in the district of Shikarpur, subjects using a convenient sampling technique. The selected sample was assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material, intelligence and mental approach, and allowing to read a part of the passage and solve easy questions related to the passage. Later on, as per planning, a post-test was conducted where the results showed that 68% of students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

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 pre test 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 comprehending, synthesizing, theorizing and re-contextualizing to identify common themes and integrating thematic pieces. Based on the classroom observations, survey and researcher's reflective notes, strengths and weaknesses of Differentiated Instruction were observed. Despite the observed and encountered challenges, the statistical analysis has revealed a significant difference between pre-test and post-test results.

Differentiated instruction is an educational approach that adjusts instruction to accommodate individual students' needs, rather than beginning at a predetermined set point. This approach is meant to increase both student learning and motivation. Because traditional instruction tends to "teach to the middle," or primarily focus on reaching average children, the needs of struggling and advanced learners are often not adequately addressed. This review explores the creation of a differentiated classroom by introducing the philosophy behind differentiated instruction and some common approaches to differentiation. Because differentiated instruction assumes certain degrees of literacy and independence, some of these strategies are more appropriate for young children than others. This review synthesizes and presents a variety of techniques appropriate for use in elementary schools, particularly in the primary grades. Because few authors have written extensively on differentiation, the field would benefit from the addition of further viewpoints, as well as scientific studies on the efficacy of differentiated instruction. (Contains 1 table.) [M.S. Thesis, Dominican University of California.]

The differentiated outcome hypothesis posits that the maximum effects of an educational program are realized along those dimensions emphasized in the program or in those central to the persons involved. The idea that educational programs employing unconventional means should be examined on outcomes that are consistent with those means is derived from this hypothesis. In addition to knowledge acquisition outcomes, thinking and problem-solving, attitude and value, and behavioral change outcomes are recommended. Studies are cited that utilized outcome measures from the above classes and successfully demonstrated the differentiated merits of the programs involved. Relevant studies in progress are also reviewed. (Author)

32 pages : 28 cm

This article deals with the information about differentiated instruction and the importance of usage in the different level students in the classroom. Firstly, at the introduction part of this article, several scientists in EFL gave their perspectives about differentiated instruction and their opinions with their examples have been mentioned in this article. Moreover, types of differentiated instruction such as differentiated content, differentiated process and differentiated product have been clarified to the readers and supported with examples. This article also deals with effective activities for mixed level students related to the differentiated instruction and their instructions to implement them in the classroom have been mentioned in the article. This may open doors starter teachers to employ and understand them better.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

Students’ intrinsic motivation is built to develop students’ longing for new understanding and knowledge in order to reach their highest achievement in the classroom and in their workplaces. For the students to be engaged and motivated, students’ interests, learning styles, levels, and preferences have to be accounted for. For this to be achieved, approaches, methods, and strategies have to be differentiated to accomplish this essential purpose. The purpose of this study is to determine the impact of differentiated instruction (DI) in a blended learning environment and the traditional method on the motivation, knowledge, and engagement of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ intrinsic motivation, knowledge, and engagement.

Students’ intrinsic motivation is built to develop students’ longing for new understanding and knowledge in order to reach their highest achievement in the classroom and in their workplaces. For the students to be engaged and motivated, students’ interests, learning styles, levels, and preferences have to be accounted for. For this to be achieved, approaches, methods, and strategies have to be differentiated to accomplish this essential purpose. The purpose of this study is to determine the impact of differentiated instruction (DI) in a blended learning environment and the traditional method on the motivation, knowledge, and engagement of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ intrinsic motivation, knowledge, and engagement.

Students’ intrinsic motivation is built to develop students’ longing for new understanding and knowledge in order to reach their highest achievement in the classroom and in their workplaces. For the students to be engaged and motivated, students’ interests, learning styles, levels, and preferences have to be accounted for. For this to be achieved, approaches, methods, and strategies have to be differentiated to accomplish this essential purpose. The purpose of this study is to determine the impact of differentiated instruction (DI) in a blended learning environment and the traditional method on the motivation, knowledge, and engagement of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ intrinsic motivation, knowledge, and engagement.

The purpose of the study was to examine the impact of Differentiated Instruction (DI) on English writing fluency of the First Year Secondary Al-Azhar Students. To answer the study questions, the researcher adopted the quasi-experimental approach (One-Group Design). The study participants from Al-Azhar Secondary Stage students in Sohag Governorate. A program was used in teaching the study group in the second term of the year (2018-2019). A writing Fluency test was designed and validated to be used as a pre-posttest. The data of the study were analyzed, using Statistical Package for Social Science (SPSS 19), to confirm the test validity and reliability. On the other hand, t-test was used to measure the statistical differences in mean scores between the pre and posttest administrations of the test mean scores due to the use of the program. The study indicated that there are statistically significant differences at the level of (0.05) on English writing fluency skills of the first year secondary students in favor of the administration of the posttest. It means that the use of the program had a significant impact on the students. Based on those findings, the study recommended implementing the suggested program for developing writing to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted in relation to other language domains.

This study aims to analyze the dissertations about differentiated instruction in terms of their contents in Turkey. The data of the study was collected from Council of Higher Education National Thesis Center database. The dissertations were searched without any year limitation. As a result of searching, 19 dissertations were found. The data obtained from the thesis was analyzed with content analysis. The dissertations were analyzed in terms of the year they published and type of the dissertation, the field on which the studies were conducted, the purpose of the studies, the methods of the studies, data collection tools and research staff in the direction of the purpose of the researcher. The obtained data are indicated in tables considering their percentage and frequency values. As a result of the study, it was seen that the studies mostly focused on the individuals with superior intelligence. It was seen that the researchers used quantitative methods and focused on the academic success of the students. Moreover, it was determined that the studies about the subject were inadequate and there was no interest about the subject.

This study aims to analyze the dissertations about differentiated instruction in terms of their contents in Turkey. The data of the study was collected from Council of Higher Education National Thesis Center database. The dissertations were searched without any year limitation. As a result of searching, 19 dissertations were found. The data obtained from the thesis was analyzed with content analysis. The dissertations were analyzed in terms of the year they published and type of the dissertation, the field on which the studies were conducted, the purpose of the studies, the methods of the studies, data collection tools and research staff in the direction of the purpose of the researcher. The obtained data are indicated in tables considering their percentage and frequency values. As a result of the study, it was seen that the studies mostly focused on the individuals with superior intelligence. It was seen that the researchers used quantitative methods and focused on the academic success of the students. Moreover, it was determined that the studies about the subject were inadequate and there was no interest about the subject.

This study aims to analyze the dissertations about differentiated instruction in terms of their contents in Turkey. The data of the study was collected from Council of Higher Education National Thesis Center database. The dissertations were searched without any year limitation. As a result of searching, 19 dissertations were found. The data obtained from the thesis was analyzed with content analysis. The dissertations were analyzed in terms of the year they published and type of the dissertation, the field on which the studies were conducted, the purpose of the studies, the methods of the studies, data collection tools and research staff in the direction of the purpose of the researcher. The obtained data are indicated in tables considering their percentage and frequency values. As a result of the study, it was seen that the studies mostly focused on the individuals with superior intelligence. It was seen that the researchers used quantitative methods and focused on the academic success of the students. Moreover, it was determined that the studies about the subject were inadequate and there was no interest about the subject.

This report is the fifth in a series describing the background, theory, and progress of the Differentiated Staffing Project in the Eugene, Oregon, School District. The report describes a number of instructional changes that occurred during the first year of the project. Several examples of new instructional patterns that emerged in the experimental schools are described as evidence that the project has contributed significantly to creating better learning environments for children. These changes were the results of planned organizational changes rather than planned parts of the project. (Author)

This article provides a description of how a beginning special education teacher in an inclusion classroom used pre-assessment, self-assessment, and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students' needs in a systematic way. This article describes a case study of one beginning teacher's use of differentiated instruction. First, a discussion of the usefulness of differentiated instruction in increasing the likelihood of success for children with disabilities is provided. Next, qualitative data supported the implementation of the differentiated instruction process to help the teacher realize how she could positively impact students' learning using Tomlinson's (2000) categories of content, product, process, and learning environments. Finally, recommendations are provided for how to engage teachers to implement differentiated instruction as a data-based iterative process of using evidence-based practices to meet the needs of all children in an inclusion classroom. (Contains 2 tables.)

This article provides a description of how a beginning special education teacher in an inclusion classroom used pre-assessment, self-assessment, and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students' needs in a systematic way. This article describes a case study of one beginning teacher's use of differentiated instruction. First, a discussion of the usefulness of differentiated instruction in increasing the likelihood of success for children with disabilities is provided. Next, qualitative data supported the implementation of the differentiated instruction process to help the teacher realize how she could positively impact students' learning using Tomlinson's (2000) categories of content, product, process, and learning environments. Finally, recommendations are provided for how to engage teachers to implement differentiated instruction as a data-based iterative process of using evidence-based practices to meet the needs of all children in an inclusion classroom. (Contains 2 tables.)

This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.

In the age of standardized testing, science and social studies are not given the same priority as mathematics and reading in the curriculum of United States schools. High stakes testing is viewed as having heavily biased schools toward teaching tested subjects and away from less frequently tested subjects. This paper is premised on the notion that all subjects are important and none should be neglected; and the general education classroom can be best described as a place for learning with inclusion as the focus. Essential is a model for integrating reading, science, and social studies to enhance inquiry, problem-solving, interest, critical thinking skills, and learning. To meet the standards of inclusion teachers need a model that helps to integrate the content standards, incorporates backward design philosophy, gives a standard format for lesson framework, and allows for differentiated instruction and flexible grouping to teach via inclusion of using taxonomies for adapted learning. Thus, the authors present and discuss the BDIM (Bogan Differentiated Instruction Model) which combines major teaching concepts to develop interdisciplinary teaching. This model addresses the concept of adding differentiated instruction to curriculum integration. In conclusion, a framework that ensures that the lesson objectives and essential questions are interrelated is presented. (Contains 1 figure.)

The focus of this study was to analyze the classroom language of kindergarten teachers and to relate this information to various normative estimates of the language repertoire of young children. A total of 104 5-minute samples were tape recorded for 15 kindergarten teachers. Transcripts were later checked by an independent listner. These scrits formed the data base for all teacher language analyses. In he first analysis, the words were listed according to parts of speech, and correlations between this language corpus and 2 major listings of children's vocabulary (Thorndike-Lorge and Rinsland) were found to be significant. Over 60 percent of the language used by teachers is within the expected level of familiarity. The 40 percent balance of unfamiliar words may be considered the word load to which these children were exposed in the process of vocabulary acquisition. A Flanders-type analysis of the nature of the communications conveyed by the teachers' language with reference to teacher style across ethnic and socioeconomic (SES) groups revealed that Caucasian teachers of both high SES black children and low SES white children use more verbal reinforcement than was noted with Caucasian teachers with high SES white children or black teachers with low SES black children. In general, Caucasian teachers of high SES Caucasian children give fewer verbal supports, whereas black teachers of low SES black children are the warmest and most supportive. (Author/AJ)

The focus of this study was to analyze the classroom language of kindergarten teachers and to relate this information to various normative estimates of the language repertoire of young children. A total of 104 5-minute samples were tape recorded for 15 kindergarten teachers. Transcripts were later checked by an independent listner. These scrits formed the data base for all teacher language analyses. In he first analysis, the words were listed according to parts of speech, and correlations between this language corpus and 2 major listings of children's vocabulary (Thorndike-Lorge and Rinsland) were found to be significant. Over 60 percent of the language used by teachers is within the expected level of familiarity. The 40 percent balance of unfamiliar words may be considered the word load to which these children were exposed in the process of vocabulary acquisition. A Flanders-type analysis of the nature of the communications conveyed by the teachers' language with reference to teacher style across ethnic and socioeconomic (SES) groups revealed that Caucasian teachers of both high SES black children and low SES white children use more verbal reinforcement than was noted with Caucasian teachers with high SES white children or black teachers with low SES black children. In general, Caucasian teachers of high SES Caucasian children give fewer verbal supports, whereas black teachers of low SES black children are the warmest and most supportive. (Author/AJ)

Mastering both the English language and the skills in business communication in Lebanon is needed for the students to succeed in their careers in this internationalized world. As diversity expands in higher education, the implementation of the traditional one-fits-all method steers students to failure in contrast to differentiated instruction’s (DI) successful results. The purpose of this study is to determine the impact of DI in a blended learning environment and the traditional method on the productive proficiency of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ English productive skills.

The main aim of this study is to investigate the effects of an English language education program that addresses the academic and cognitive needs of gifted children on their academic achievement and creative thinking levels. To this end, through an experimental research design, the unit "Health Problems" in English course book was differentiated for gifted students at Grade 5 and the effects of this differentiation on the students' creative thinking levels and academic achievements were examined. Due to the experimental nature of the study, the Randomized Pre-test Post-test Control Group Design was used. The research was conducted with the students who were randomly assigned to control and experimental groups, according to the results of the Raven SPM Test and Torrance Test of Creative Thinking. The Raven SPM Test and Torrance Test of Creative Thinking were applied in the study. The participants of the study consist of 24 gifted students at Grade 5 in Beyazit-Ford Otosan Primary School that is the only mainstream primary school for gifted students in Turkey. The study was conducted in 2011-2012 academic year. The data were analyzed by means of Mann Whitney-U and Wilcoxon Signed Ranks tests. The findings showed that the differentiated English language education program for gifted students significantly improved their creative thinking levels and academic achievement. [This study was presented at the 11th Good Examples in Education Conference organized in 2014 at the Sabanci University as a poster presentation.]

The current study examines the effects of Differentiated Instruction (DI) on the reading skills in the EFL classroom (2nd Baccalaureate, Arts-stream) in one High School in Morocco. One EFL class is taught reading comprehension lesson in the traditional one-size-fits-all instruction and later in the differentiated mode. The teacher observed for this study modified the reading instruction based on students’ interests. The study investigates flexible grouping as a DI reading strategy used to differentiate reading instruction. Students were surveyed after the implementation of DI methodology to measure the impact of differentiated instruction on their involvement in the reading skill. A grounded theory format is used to investigate the data collected, mainly the researcher’s observation and interviews Patton (2002).A case study methodology is very informative in identifying students’ needs in reading .It also provides the teacher with insights while planning for effective ways to cater for student’s needs. A qualitative survey of students’ attitudes is also examined to delve much deeper into the human dimensions of DI’s impact on the learners.

The current study examines the effects of Differentiated Instruction (DI) on the reading skills in the EFL classroom (2nd Baccalaureate, Arts-stream) in one High School in Morocco. One EFL class is taught reading comprehension lesson in the traditional one-size-fits-all instruction and later in the differentiated mode. The teacher observed for this study modified the reading instruction based on students’ interests. The study investigates flexible grouping as a DI reading strategy used to differentiate reading instruction. Students were surveyed after the implementation of DI methodology to measure the impact of differentiated instruction on their involvement in the reading skill. A grounded theory format is used to investigate the data collected, mainly the researcher’s observation and interviews Patton (2002).A case study methodology is very informative in identifying students’ needs in reading .It also provides the teacher with insights while planning for effective ways to cater for student’s needs. A qualitative survey of students’ attitudes is also examined to delve much deeper into the human dimensions of DI’s impact on the learners.

This study examined the impact of using a differentiated instructional approach to teaching second year students pursuing an undergraduate course in curriculum studies at a tertiary institution. These prospective teachers varied in terms of their interests, experiences, personal circumstances, and learning preferences. Four hundred and thirty-four students in two education campuses took the course over a period of one semester. Half of the student body experienced differentiated instruction while the other half was exposed to the whole-class instructional approach. At the end of the course, an assessment was made to determine the extent to which differentiated instruction had a positive impact on students' general understanding of the course. Findings of the study revealed that students at both campuses responded favourably to the differentiated instructional approach, with 90% of participants reporting higher levels of intellectual growth and interest in the subject. Assessment of student learning revealed that the majority of students in the differentiated classrooms demonstrated sound understanding of major concepts taught in the curriculum studies course. Almost all of the students (99%) expressed willingness to experiment with differentiated instruction in subsequent practicum sessions during their tenure at the university, and 88% indicated a desire to use a differentiated instructional approach in their classrooms upon graduation.

The article is dedicated to the study of differentiated and individualized instruction. Firstly, it deals with the theoretical assumptions of the study and then suggests practical implications of the article, as a practical part, it proposes the sample of the differentiated and individualized lesson designed on the basis of the differentiation and individualization principles. It suggests differentiating and individualizing English lessons according to learner needs such as readiness level, multiple intelligence and learning styles. 

The article is dedicated to the study of differentiated and individualized instruction. Firstly, it deals with the theoretical assumptions of the study and then suggests practical implications of the article, as a practical part, it proposes the sample of the differentiated and individualized lesson designed on the basis of the differentiation and individualization principles. It suggests differentiating and individualizing English lessons according to learner needs such as readiness level, multiple intelligence and learning styles. 

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries. [This work was previously titled "What We Have Learned in the Past Decade: RTI's Approach to Early Grade Literacy Instruction."]

As diversity in higher education increases, the one-size-fits-all, teacher-centered, traditional model of lecture-style teaching sets students up for failure. In addition, the strategic rhetoric of blaming students for academic failures keeps the systemic power in place, justifying the current system. In contrast, differentiated instruction, a student-centered instructional model, has shown success in higher education through a limited number of mostly qualitative studies. The purpose of the current study was to explore implementing differentiated instruction in higher education to understand if quantitative improvements were noted in a differentiated (DI) classroom compared to a nondifferentiated (NDI) classroom in two different sections of the same Educational Psychology course taught by the same instructor. In addition, perceptions toward the use of differentiated instruction were attained. The DI and NDI sections had enrollments of 39 and 38 undergraduate students, respectively. The majority were preservice teachers attending a mid-sized Midwestern University. The DI group significantly outperformed the NDI group on the aggregates of the assignments and the exams. However, only two assignments and one exam showed significantly higher scores for the DI group when examined individually. The DI group perceived differentiated methods as beneficial to their learning as noted on the course evaluation and survey questions.

This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how to implement differentiated instruction in a research-informed way. We sought answers in meta-analyses on effective teaching practices. To investigate accordance between this literature and two models for DI, all elements in these models were operationalized. We scrutinized whether the operational elements in these models are characterized by effectivity as effective teaching practices. The result is an evidence-informed checklist that helps teachers who want to apply the concept of DI in their practice which consists of three sets of criteria: (1) the teachers in relation to the students; (2) the teacher and the learning goals; (3) the teacher and the lesson design. The checklist clearly indicates that DI requires a repertoire of teaching methods. Most elements mentioned in both models for DI are supported by evidence-based research, however the application of flexible grouping and the use of learning styles for DI are discussed. This checklist may aid teachers to assess and improve their own teaching practice.

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately challenging. While students felt they were sometimes given the options to make choices in the classroom, teachers reported that they rarely or never gave students the option to choose an assignment or activity. Students felt grades were the most motivating factor while teachers felt parental involvement motivated students more to do their best in school. During direct instruction, several off-task behaviors (hyperactive, withdrawn, poor attention, disruptive, uncooperative) were noted that reflected a lack of motivation and engagement. The interventions implemented to increase motivation and engagement included differentiated instruction based on flexible grouping and giving choices. Differentiated guided groups with a student choice menu were the selected interventions because the research states that these instructional strategies positively benefit student motivation and engagement. The data collected from the Student Survey provided validating insights into student engagement and motivation. After the intervention, more students felt that they were being appropriately challenged. Overall, more student felt that they were given options to choose their assignments in class. Grades, choosing projects, feeling challenged, authenticity, and knowing teachers care were the most motivating factors for students. Based on the post-results of the Student Survey, the teacher researchers concluded that the intervention positively impacted changes in students' perception of their engagement and motivation. Teacher Researchers attributed this result to increased differentiated instruction in their classes and an increase in open-ended choices during non-instruction time. As students were given more choice in the classroom, they perceived their school work to be more appropriately challenging. The Teacher Researchers thought this increase was due to creating a more learner-centered classroom environment. The following appendixes are included: (1) Student Survey; (2) Teacher Survey; (3) Behavior Checklist Chart; (4) Math Menu; (5) Math Test Reflection; and (6) Differentiated Math Homework. (Contains 14 figures and 8 tables.)

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately challenging. While students felt they were sometimes given the options to make choices in the classroom, teachers reported that they rarely or never gave students the option to choose an assignment or activity. Students felt grades were the most motivating factor while teachers felt parental involvement motivated students more to do their best in school. During direct instruction, several off-task behaviors (hyperactive, withdrawn, poor attention, disruptive, uncooperative) were noted that reflected a lack of motivation and engagement. The interventions implemented to increase motivation and engagement included differentiated instruction based on flexible grouping and giving choices. Differentiated guided groups with a student choice menu were the selected interventions because the research states that these instructional strategies positively benefit student motivation and engagement. The data collected from the Student Survey provided validating insights into student engagement and motivation. After the intervention, more students felt that they were being appropriately challenged. Overall, more student felt that they were given options to choose their assignments in class. Grades, choosing projects, feeling challenged, authenticity, and knowing teachers care were the most motivating factors for students. Based on the post-results of the Student Survey, the teacher researchers concluded that the intervention positively impacted changes in students' perception of their engagement and motivation. Teacher Researchers attributed this result to increased differentiated instruction in their classes and an increase in open-ended choices during non-instruction time. As students were given more choice in the classroom, they perceived their school work to be more appropriately challenging. The Teacher Researchers thought this increase was due to creating a more learner-centered classroom environment. The following appendixes are included: (1) Student Survey; (2) Teacher Survey; (3) Behavior Checklist Chart; (4) Math Menu; (5) Math Test Reflection; and (6) Differentiated Math Homework. (Contains 14 figures and 8 tables.)

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately challenging. While students felt they were sometimes given the options to make choices in the classroom, teachers reported that they rarely or never gave students the option to choose an assignment or activity. Students felt grades were the most motivating factor while teachers felt parental involvement motivated students more to do their best in school. During direct instruction, several off-task behaviors (hyperactive, withdrawn, poor attention, disruptive, uncooperative) were noted that reflected a lack of motivation and engagement. The interventions implemented to increase motivation and engagement included differentiated instruction based on flexible grouping and giving choices. Differentiated guided groups with a student choice menu were the selected interventions because the research states that these instructional strategies positively benefit student motivation and engagement. The data collected from the Student Survey provided validating insights into student engagement and motivation. After the intervention, more students felt that they were being appropriately challenged. Overall, more student felt that they were given options to choose their assignments in class. Grades, choosing projects, feeling challenged, authenticity, and knowing teachers care were the most motivating factors for students. Based on the post-results of the Student Survey, the teacher researchers concluded that the intervention positively impacted changes in students' perception of their engagement and motivation. Teacher Researchers attributed this result to increased differentiated instruction in their classes and an increase in open-ended choices during non-instruction time. As students were given more choice in the classroom, they perceived their school work to be more appropriately challenging. The Teacher Researchers thought this increase was due to creating a more learner-centered classroom environment. The following appendixes are included: (1) Student Survey; (2) Teacher Survey; (3) Behavior Checklist Chart; (4) Math Menu; (5) Math Test Reflection; and (6) Differentiated Math Homework. (Contains 14 figures and 8 tables.)

Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher's professional experience. The intersection of data and the literature led to the creation of a checklist for use by beginning and pre-service teachers. The checklist may be used by teacher educators as an instrument to assist with the preparation of teachers, as it could help with honing in on key elements of observation of classroom practice and differentiated strategies.

Recent federal mandates require accountability for providing students with disabilities access to the general education curriculum. In this paper, the authors recommend that teacher educator for the new majority consider how the principles of Universal Design for Learning and Differentiated Instruction can help school personnel tailor their teaching to meet the various strengths and needs of individual students.

The focus and purpose of this paper is to present an e-learning teacher training course, including its aims and main results from teachers' interviews. The case study presented here examines the effectiveness of an in-service training seminar which was targeted toward teachers at multicultural schools. It concerns qualitative research that stresses interpretative and subjective dimensions of texts which comprise multiple meanings, resulting from multiple readings and interpretations. The structure of the paper is set out in three parts: First, the educational framework within which the study was developed is presented, then, the methodology connected with its development is described, and finally, teachers' replies are presented and discussed. The e-learning teacher training course was created within the frame of an Intercultural Education programme, focusing on differentiated instruction. Participating teachers were asked to create teaching scenarios in the direction of Intercultural Education. Human rights posters were used as motivation for the teachers and the derived scenarios were used for an arts-informed narrative inquiry aimed at investigating the teachers' knowledge on how to exploit resources as intercultural storytellers through media texts. The study also sets a framework for the development of visual literacy practices in multicultural classrooms, thus enhancing the intercultural competency of teachers.

The purpose of this study was to discover and successfully implement multiple strategies for differentiation that would engage and motivate Talented and Gifted (TAG) learners. Six TAG students from a third grade general education classroom setting participated in this study. Differentiation strategies of a learning style inventory, a project choice board based on learning styles, and Math Exemplars were used to increase the engagement and motivation of TAG students. Student and parent interviews, surveys, and observations were used to determine the effectiveness of this study. Findings indicated that there was a slight increase of student engagement and motivation with the use of a project choice board and Math Exemplars for both general education and Talented and Gifted students. Educators need to plan curriculum that allows student choice and utilizes authentic tasks in order engage and motivate students. (Contains 5 tables.) Appended are: (1) Student Inventory; (2) Student Interview; (3) Parent Interview; (4) Learning Styles Inventory; and (5) Tic-Tac-Toe Choices. [Master's Thesis, Portland State University.]

Researchers implemented classroom interventions to improve the intrinsic motivational behaviors of 4th and 6th grade elementary students and to strengthen teacher/student and student/student relationships in a positive supportive learning environment. The problem of low intrinsic motivational behaviors was documented through classroom observation checklists, student self-reported surveys, and parent surveys. Teachers noted high incidence of incomplete homework, low classroom participation, and lowered academic achievement. After reviewing solution strategies from educational practitioners, two targeted strategies of differentiated instruction and cooperative learning were the interventions implemented. Post intervention data showed increased student involvement, improvement in class participation, homework completion, and on-task behaviors. All of this led to enhanced overall student intrinsic motivation and increased levels of academic achievement as well. (Contains 6 tables.)

Researchers implemented classroom interventions to improve the intrinsic motivational behaviors of 4th and 6th grade elementary students and to strengthen teacher/student and student/student relationships in a positive supportive learning environment. The problem of low intrinsic motivational behaviors was documented through classroom observation checklists, student self-reported surveys, and parent surveys. Teachers noted high incidence of incomplete homework, low classroom participation, and lowered academic achievement. After reviewing solution strategies from educational practitioners, two targeted strategies of differentiated instruction and cooperative learning were the interventions implemented. Post intervention data showed increased student involvement, improvement in class participation, homework completion, and on-task behaviors. All of this led to enhanced overall student intrinsic motivation and increased levels of academic achievement as well. (Contains 6 tables.)

This research study analyzes the literacy and foreign langauge processes of learners in the "Procesos Básicos" Program. The participants were 15 Spanish-speaking children and young adolescents, whose highest level of education was first grade. Eight of the 15 children were Internally Displaced Persons (IDPs), and the others were affected by violence, family issues, and cognitive difficulties. These groups of students attend a public school located in Bogotá Colombia. Most of the students have faced interrupted schooling due to different social factors. As a consequence, there are children of different ages and social backgrounds, including IDPs, in each classroom. Differentiation was used as well as GANAG (Goal, Activating Prior knowledge, New information, Aplication, Generalization) reading formats in both English as a foreign language (EFL) and Spanish (mother tongue) literacy classes. Results show that there was little impact of differentiated instruction on writing production or vocabulary acquisition. However, there was evidence of an impact on reading comprehension when inferring and comparing and contrasting narrative texts.

Differentiated instruction is an instructional method complying with the constructivist approach that takes individual differences into consideration. Importance of pre-service education becomes apparent so that the differentiated instruction of which positive contributions such as having positive effects on students' academic achievements and enabling them to develop a positive attitude toward mathematics have been shown in mathematics education research can be applied in an efficient way. In this context, the purpose of this study is to examine elementary mathematics teacher candidates' competence of differentiated instruction and their opinions on the process during a pre-service education which has the components through which they become informed of the differentiated instruction method, develop differentiated instructional activities, these activities are observed by teachers and they discuss the effectiveness of the practices. The study group of the research was composed of 49 pre-service elementary mathematics teachers. Accordingly, competence level of differentiated instruction was found to be a value very close to the high level. It is thought that this study will provide information on the points to be taken into consideration in future studies to be conducted on obstacles and conveniences presented by pre-service teachers regarding the use of differentiated instruction method and the learning environment in the light of the practices.

Differentiated instruction is an instructional method complying with the constructivist approach that takes individual differences into consideration. Importance of pre-service education becomes apparent so that the differentiated instruction of which positive contributions such as having positive effects on students' academic achievements and enabling them to develop a positive attitude toward mathematics have been shown in mathematics education research can be applied in an efficient way. In this context, the purpose of this study is to examine elementary mathematics teacher candidates' competence of differentiated instruction and their opinions on the process during a pre-service education which has the components through which they become informed of the differentiated instruction method, develop differentiated instructional activities, these activities are observed by teachers and they discuss the effectiveness of the practices. The study group of the research was composed of 49 pre-service elementary mathematics teachers. Accordingly, competence level of differentiated instruction was found to be a value very close to the high level. It is thought that this study will provide information on the points to be taken into consideration in future studies to be conducted on obstacles and conveniences presented by pre-service teachers regarding the use of differentiated instruction method and the learning environment in the light of the practices.

Classrooms today are filled with students who have differences in their culture, level of intelligence, learning styles, motivation, maturity, socio economic status, exposure and experiences, home life, personality interests, aptitudes etc. All the students must be favoured in the way the teacher teaches. Students learn in different ways and at different rates.