3 Ring Circus of Differentiated Instruction

Scigliano, Deborah A.; Hipsky, Shellie

doi:10.1080/00228958.2010.10516699

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…Due to its time-consuming nature, teachers view differentiated instruction as burdensome and sometimes overwhelming (Joseph & John, 2014). As stated by Scigliano and Hipsky (2010), it can be daunting to differentiate instruction. In their studies, it was reported that, finding activities, trying new ideas, developing the assessments for each lesson and working with so many different learning styles and intelligences among the students.…”

Section: Introductionmentioning

confidence: 99%

Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Kyeremeh

Amoah

Sabtiwu

2021

Journal of Mathematics and Science Teacher

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Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers' practice of differentiated instruction and its associated challenges in Tano South district, in the Ahafo Region of Ghana. Simple random sampling technique was used to select 50 JHS mathematics teachers for the quantitative study with the aid of questionnaire, purposive sampling technique was used to solicit qualitative data for the study using interview guide. Inferential statistics and thematic analysis were used to analysis the quantitative and qualitative data respectively. It was generally observed that, there was no significant differences between special and general education teachers practice of differentiated instruction. Therefore, the study recommends that Ghana Education Service (GES) and stakeholders in education should implement professional development and training programmes for both general and special mathematics teachers on differentiated instruction.

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Section: Introductionmentioning

confidence: 99%

Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Kyeremeh

Amoah

Sabtiwu

2021

Journal of Mathematics and Science Teacher

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“…To design differentiated instruction, teachers may focus on one thing, students' readiness, interest, or learning profile. It can help to enhance the quality of learning and developing lesson scenarios (Scigliano & Hipsky, 2010). Therefore, those groups decided to focus on the students' readiness (based on students' ability) is the best choice to avoid a messy mathematics lesson.…”

Section: Pre Lesson Planningmentioning

confidence: 99%

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

Hidayati

2020

IJTLM

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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.

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“…Lastly, the utilization of gadgets or technology in students' learning activities as observed mostly in private schools was supported by the view of Scigliano and Hipsky (2010), who posited that technology is a new venue to tailor the learning of the students according to their interests, at the same time, this provides students the opportunities to express themselves in various forms.…”

Section: Pupil: International Journal Of Teaching Education and Learning Issn 2457-0648mentioning

confidence: 99%

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

MAGAYON

Tan

2020

pijtel

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In the K-12 curriculum program applied globally, teachers are challenged to apply the Differentiated Instruction (DI) which is responsive to the needs of all students and facilitates learning. In the Philippines, the Department of Education recently mandated the implementation of DI in the K-12 curriculum. Hence, this study sought to answer research question: What differentiations are practiced by the Grade 7 Mathematics teachers in their classes? Data gathered from lesson plans, interviews, and classroom observations of 21 Grade 7 Filipino mathematics teachers were qualitative analyzed through the Framework Analysis by Ritchie and Lewis (2013).Findings show that Maker's principles of differentiation on content, process, and product were applied in instruction though not to the fullest; and Tomlinson's principles are embedded in the teaching strategies and student's activities, considering student's readiness and interests.

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3 Ring Circus of Differentiated Instruction

Cited by 8 publications

References 4 publications

Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

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