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Differentiated instruction implementation in primary schools : linking psychological factors in students and teachers to achievement Universiteit Gent

Muhamad Nanang Suprayogi
,
Faculteit Psychologie en Pedagogische wetenschappen
Student diversity has becomes the norm in todayU+2019s classrooms (Subban, 2006). This trend can also be observed in Indonesian schools (Hamdan & Mattarima, 2012). Learners mirror a large variety in differences; e.g. learner interests, abilities, learning speed, learning styles, developmental level, language level, ability level, attitudes, cultural background, etc. (Moore, 2005; Tomlinson, 2001). The traditional one-size-fits-all ...

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI) : a systematic review Universiteit Gent Universiteit Hasselt Vrije Universiteit Brussel

Júlia Griful-Freixenet, Katrien Struyven, Wendelien Vantieghem, Esther Gheyssens
A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and DI interrelationship were identified: 1) The complementary interrelationship between UDL and DI, ...

A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? Universiteit Antwerpen Universiteit Hasselt Vrije Universiteit Brussel

Wouter Smets, Katrien Struyven
This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made ...

Professional vision of inclusive classrooms: A validation of teachers' reasoning on differentiated instruction and teacher-student interactions Vrije Universiteit Brussel Universiteit Hasselt

Wendelien Vantieghem, Iris Roose, Esther Gheyssens, Julia Griful Freixenet, Karolien Keppens, Ruben Vanderlinde, Katrien Struyven, Piet Van Avermaet

Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Consequently, this study validates an instrument to measure teachers’ reasoning with regard to PTSI and ...

Aligning with complexity: system-theoretical principles for research on differentiated instruction Universiteit Hasselt

Wouter Smets, Katrien STRUYVEN
Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three ...

The effect of ability matching and differentiated instruction in financial literacy education Universiteit Antwerpen KU Leuven

Kaat Iterbeke, Kristof De Witte, Koen Declercq, Wouter Schelfhout
The present paper examines the impact of ability matching and differentiated instruction on the learning outcomes of eighth and ninth grade students in a financial education programme. In particular, the effect of within-class ability matching is investigated by forming pairs of students either randomly or based on their abilities. In addition, the paper studies whether differentiated instruction, in the form of additional instructions for lower ...

Differentiated instruction in teacher education : a case study of congruent teaching Universiteit Gent

Ilse Ruys, Stijn Defruyt, Isabel Rots, Antonia Aelterman
Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case ...

Differentiated instruction in practice: do teachers walk the talk? Universiteit Hasselt

E Gheyssens, E Consuegra, S Vansambrouck, N Engels, Katrien STRUYVEN
Differentiated instruction (DI) is put forward as a pedagogical approach to create an inclusive classroom and is considered both a teaching philosophy and a teaching praxis. DI requires that teachers adapt their teaching to students' interests, readiness and learning profiles by adopting differentiated practices such as flexible grouping and ongoing assessment. However, several studies report implementation challenges for DI practices. Using ...

Differentiated instruction in practice: do teachers walk the talk? Vrije Universiteit Brussel

Esther Gheyssens, Els Consuegra, Silke Vanslambrouck, Nadine Engels, Katrien Struyven

Differentiated instruction (DI) is put forward as a pedagogical approach to create an inclusive classroom and is considered both a teaching philosophy and a teaching praxis. DI requires that teachers adapt their teaching to students' interests, readiness and learning profiles by adopting differentiated practices such as flexible grouping and ongoing assessment. However, several studies report implementation challenges for DI practices. Using ...

Good Things Come to Those Who Wait: The Importance of Professional Development for the Implementation of Differentiated Instruction Universiteit Hasselt

Esther Gheyssens, Els Consuegra, Nadine Engels, Katrien STRUYVEN
Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of ...