Differentiated instruction:A review of teacher education practices for Canadian pre-service elementary school teachers

D'Intino, Joseph; Wang, Lifang

doi:10.1080/02607476.2021.1951603

Cited by 20 publications

(11 citation statements)

References 15 publications

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“…This suggests that more attention should be paid to differentiation in the teacher education of the target university. In general, differentiation has often been found to be a peripheral topic in initial teacher education (e.g., Allday et al., 2013; Brevik et al., 2018; D'Intino & Wang, 2021). Prior research has indicated that focusing on differentiation in pre‐service teacher training has expanded and broadened future teachers' perceptions of this teaching approach (e.g., Dack, 2019; Roiha, 2023; Wan, 2016).…”

Section: Discussionmentioning

confidence: 99%

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‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

Roiha,

Heinonen

2023

Research in Spec Educ Needs

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This article examines pre‐service language teachers' perceptions of learning and teaching and how differentiation manifests itself in them. The 67 participants visualised ‘an ideal language learning situation’ and complemented a number of teaching‐related metaphors, for instance, ‘A teacher is like…’ and ‘A learner is like…’ in the first session of their pedagogical studies. Seven participants returned to reflect on these outputs in group discussions held at the end of their studies. The data were analysed qualitatively following thematic analysis. We identified some themes of differentiation already in the initial outputs, that is, visualisations and metaphors, such as teaching methods and learning environment. In particular, the metaphors contained references to the individuality and uniqueness of the pupils. In the group discussions, the participants further highlighted the importance of differentiation for instance through the themes of differentiation for high‐achieving pupils and the contradiction between ideal and practice. Based on the group discussions, the participants' understanding of differentiation expanded at least to some extent during their studies. Overall, the results suggest that the ideal of differentiation is present at some level when students enter their studies and that they are able to embrace it even more during their studies. Despite this, some participants still reflected rather limited views of differentiation, for instance, the focus on ability levels and textbook‐based learning. This implies that differentiation should be addressed more profoundly in pre‐service teacher education.

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Section: Discussionmentioning

confidence: 99%

“…Differentiation often seems to be a peripheral component in teacher education programmes, particularly with subject teachers (e.g., Allday et al., 2013; Brevik et al., 2018; D'Intino & Wang, 2021). This may help explain why pre‐service teachers have had a somewhat limited understanding of differentiation.…”

Section: Differentiationmentioning

confidence: 99%

‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

Roiha,

Heinonen

2023

Research in Spec Educ Needs

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“…Akan tetapi hambatan tersebut tidak mempengaruhi capaian belajar siswa ketika belajar menggunakan model pembelajaran inklusif yang terintegrasi dengan differensiasi, hasil angket dari penilaian siswa pada model pembelajaran ini rata-rata bernilai positif (liat tabel tanggapan belajar siswa), senada dengan temuan penelitian Bendriyanti, Dewi, & Nurhasanah (2021) Mendukung hasil penilaian siswa, bahwa minat belajar pada siswa merupakan motivasi belajar siswa yang didorong oleh ketertarikan dan kesesuaian gaya belajar siswa pada pembelajaran (Falah, 2019), sehingga guru harus memiliki kompetensi dalam menerapkan gaya pembelajaran pada kelas inklusif agar mampu mengakomodasi setiap potensi siswa (Haris & Khairuddin, 2021). Model pembelajaran inklusif yang terintegrasi dengan pembelajaran differensiasi merupakan salah satu model pembelajaran yang efektif digunakan pada kelas inklusi, sebab pembelajaran differensiasi mampu mengindentifikasi setiap potensi siswa dan disusun sesuai untuk karakteristik kelas yang heterogen (D'Intino & Wang, 2021).…”

Section: Discussionunclassified

Efektivitas Model Pembelajaran Inklusif Terintegrasi Model Pembelajaran Differensiasi Pada Sekolah Dasar Inklusi

Iryani,

Hufad,

Rusdiyani

2023

RDJE

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Pembelajaran differensiasi merupakan model pembelajaran yang beroerientasi pada penggalian potensi siswa, belajar disesuaikan dengan minat dan gaya belajar disesuaikan dengan karakeristik siswa. Melalui penerapan tiga faktor utama differensiasi yaitu kesiapan siswa dalam belajar, ketertarikan siswa dalam belajar serta latar belakang siswa, model pembelajaran differensiasi bisa diterapkan pada kelas varian siswa seperti kelas inklusif. Orientasi pembelajaran differensiasi ini menjadi landasan bagi penulis untuk mengembangkan model pembelajaran inklusif yang terintegrasi differensiasi. Tujuan dari penelitian ini adalah menguji efektivitas model pembelajaran inklusif yang terintegrasi differensiasi pada kelas inklusif. Metode penelitian yang digunakan adalah True Eksperimen one sample t-test dengan membagi dua group (kelas eksperimen dan kontrol) dengan sample yang digunakan adalah kelas 4 SDN 3 Balaraja dengan jumlah siswa sebanyak 44 siswa dengan pembagian kelas IV A berjumlah 22 siswa dan kelas IV B berjumlah 22 siswa. analisis data dilakukan dengan cara analisis uji normalitas, uji homogenitas, dan uji t-test. Hasil penelitian menunjukan bahwa penerapan model pembelajaran yang terintegrasi dengan model pembelajaran differensiasi selama 6 pertemuan menunjukan hasil signifikan. Dalam uji statisik terlihat bahwa thitung > ttabel, artinya penerapan model pembelajaran inklusif yang terintegrasi dengan pembelajaran differensiasi sangat efektif digunakan di kelas inklusif, terlihat bahwa model ini menjadikan siswa inklusif berani berpendapat dan bersosialisasi dan guru mampu menangani kelas beragam dengan menciptakan susasana belajar kondusif serta mengakomodasi setiap siswa.

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“…This modification is mainly required at the classroom teaching level (Bucholz & Sheffler, 2009). Teachers' flexible preparation of teaching methods for an inclusive classroom is a key factor that facilities learning and diversity (D'Intino & Wang, 2021). Based on the review of the selected papers, a concise tabular explanation has been given below (Tab.…”

Section: What Teaching Practices Do Teachers Adopt While Teaching In ...mentioning

confidence: 99%

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms

Singh¹,

Pallai²

2023

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Classroom deliberations in an inclusive environment is challenging yet rewarding. Teaching students with varied needs under the same roof provides the teachers with the opportunity to bring out their best and to help students to attain an optimum level of learning. The purpose set for this paper is to conduct a rigorous review of inclusive teaching-learning practices across countries to understand and present the best ways of conducting an inclusive classroom. To explore the stated objective the researchers opted for an extensive desk review method to review the available related literature in a systematic manner. As a result of conducting a systematic review analysis, certain themes have emerged under which plausible inclusive practices have been presented as a finding of the research. The study presented five categories of best teaching practices that emerged from the review. This paper presented a concise and accumulated version of the best practices and methods adopted by the practitioners in inclusive education across the world. Amalgamated findings present that using ICT, individualised learning and various classroom management techniques, collaboration and curriculum adaptations provide the best ways to promote inclusion.

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Differentiated instruction:A review of teacher education practices for Canadian pre-service elementary school teachers

Cited by 20 publications

References 15 publications

‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions

Efektivitas Model Pembelajaran Inklusif Terintegrasi Model Pembelajaran Differensiasi Pada Sekolah Dasar Inklusi

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms

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