Differentiated instruction: are Hong Kong in-service teachers ready?

Wan, Sally Wai‐Yan

doi:10.1080/13540602.2016.1204289

Cited by 48 publications

(64 citation statements)

References 57 publications

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“…Those results agree with relevant international studies, which also indicate the difficulty that teachers encounter in using the teaching time (Wan, 2017;Acosta-Tello & Shepherd, 2014;Tobin & Tippett, 2014;Lewis & Batts, 2005) It is worth to being noted that in the present study teachers did not list their lack of training as an obstacle, unlike a series of studies where teachers list their lack of training as a main reason that creates obstacles for them in implementing differentiated instruction both in general and in new pedagogical and teaching approaches to their work (De Jager, 2016;Wiggins & Mc Tighe, 2013;Teriot & Tice, 2008), while the results of the study by indicated the usefulness of such training both for teachers and for students.…”

Section: The Most Basic Obstacles In Designing and Implementing Diffesupporting

confidence: 82%

Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography

Klonari¹,

Koutaleli²

2017

IJE

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This paper presents the results of a study on Primary Education teachers' attitudes towards and views on the implementation of differentiated instruction on Geography. The research tool was a questionnaire with 16 open and closed questions, which was distributed to a sample of 173 teachers teaching in 45 out of 99 pilot schools throughout Greece in 2014. The results of the research have shown that: a) a large number of teachers state that they are adequately, well and very well familiar with differentiated instruction; b) most teachers believe that students' learning readiness, interests, and learning profile -combined with the use of a series of educational equipment and materials -constitute a very crucial parameter for the proper implementation of differentiated instruction; c) most teachers maintain that research in groups is a very useful teaching strategy for differentiated instruction; and d) a significant number of teachers consider lack and organisation of teaching time as the main obstacle in designing and implementing differentiated instruction on Geography.

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Section: The Most Basic Obstacles In Designing and Implementing Diffesupporting

confidence: 82%

Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography

Klonari¹,

Koutaleli²

2017

IJE

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“…Intense professional development is needed for beginning teachers aiming at professional development to enable teachers to respond to differences in the classroom [31]. Also more experienced teachers do not always feel well prepared to engage in differentiated instruction [32]. As a result of that, teachers ask for support when they start introducing differentiated instruction [5].…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

Smets¹

2017

ujer

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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.

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“…Differentiated Instruction (DI) is an innovative teaching approach which takes under consideration the existing variations among children to design teaching and learning responding to the needs of all (Tomlinson, 2001). However, the application of the approach is restrained (Cha & Ahn, 2014;Ruys, Defruyt, Rots, & Aelterman, 2013;Wan, 2017), due to teachers' deficit of knowledge and skills to differentiate their instruction sufficiently and effectively (Suprayogi, Vackle, & Godwin, 2017;Tobin & McInnes, 2008).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Mavidou¹,

Κακανά²

2019

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Differentiated Instruction (DI) is considered as the teaching approach that builds upon children's differences in order to address them and consequently lead each and every child to academic success. Although DI seems to be an effective teaching approach, teachers' perceptions and/or misconceptions, as well as unsuccessful attempts of implementation, constrain its inclusion in everyday practice. Therefore, the need for appropriate and effective Professional Development programs (PDp) is emerging in order to clearly define the concept of DI and facilitate the application of related practices. The aim of the current study is to shed light onto teachers' experiences with DI, through a PDp, which was developed to provide effective support to teachers to change their perceptions and teaching practices and apply successfully DI. The participants were 7 in-service kindergarten teachers. The program lasted 8 months and included deepening on theoretical and practical levels. Multiple tools were used for data collection, such as open-ended questionnaires, personal diary of the researcher and individual semi-structured interviews. Content Analysis showed that teachers initially had misconceptions about the concept of DI and doubts regarding its applicability, while during the program they realized its positive impact on children, which encouraged them to continue their differentiating practice. According to teachers, the successful elements of the program, which contributed to the revision of their personal theories and generally their professional development, were the cooperation with colleagues in a warm and welcoming climate during the meetings, the long-lasting duration and the constant feedback and reflection. To conclude, the PDps provide the necessary context for the teacher to experiment with DI, though the prediction of future application is not yet sufficiently studied.

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Differentiated instruction: are Hong Kong in-service teachers ready?

Cited by 48 publications

References 57 publications

Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography

Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography

High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

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