The Misconception in Differentiated Instruction Practices: A Literature Review

Abstract

This paper aims to stimulate reflective discussion about the misconception of differentiated instruction practice in the educational sector. Differentiated instruction gives students a big picture of knowledge instead of isolated knowledge and helps students to find their academic goals. While differentiating, teachers as a facilitator have to implement and arrange a differentiated learning opportunity for students. This idea widens the gap between teachers' perception of how varied teaching should be used in the classroom. Most research encountered misconceptions among teachers not only in the differentiation practice but also due to low self-efficacy and motivation. Teachers need to break this barrier as teachers' deception becomes a significant obstacle in applying differentiated instruction in the classroom. Teachers' awareness of implementing differentiated instruction will affect the outcome for students. The role of teachers is one of the most critical factors in successful DI implementation. Besides, a regular teaching reflection may help teachers to conquer the basics of DI implementation. Teachers need regular professional development to break this misconception. Teacher professional development about differentiation can potentially promote all students' achievement. Anticipating future misunderstandings may allow higher education to include differentiated instruction courses in teacher education. Most importantly, teachers must eradicate their misconceptions about differentiated instruction first to earn benefit from differentiation practice.

The Effect of a Blended Project-Based Training Program on EFL Teachers’ Implementation of Differentiated Instruction in Jerusalem

“…Finally, the 'product' relied primarily on generating diverse projects based on the student's interests, level of readiness, and profiles, rather than traditional examinations. The results contrasted Putra (2023) whose findings revealed a misconception between adapting differentiated instruction and individualized learning. Adare, Li & Gebresilase (2023) also announced unsatisfactory teachers' competency to adapt to the environment which is considered a major component of adapting process.…”

Unraveling the Merdeka Curriculum: Exploring Differentiated Instruction’s Impact on Student Learning

“…The curriculums aspects that teachers need to consider in differentiated instruction are related to two main aspects: the components Putra (2023) explains that we need to overcome these barriers because teachers" misunderstandings pose a significant obstacle to implementing differentiated instruction in the classroom. Teachers" awareness of applying different learning approaches will influence students" learning outcomes.…”

“…Empirically, there are several challenges and obstacles in the implementation of the components of differentiated instruction. Putra (2023) explains that many studies have found misconceptions among training facilities and developing teachers" competencies in managing differentiated learning (Fitri et al, 2020;Muhith et al, 2023).…”

“…The effectiveness of differentiated instruction in achieving its goals is closely tied to teachers" understanding of these two main aspects.However, the reality in the field is that many teachers still have misconceptions about differentiated learning Adare, et al, (2023). explain that there is a problem with conceptual understanding of differentiated learning among teachers, as well as differences in understanding of differentiated learning between language teachers and teachers of other science subjects, and a lack of professional training related to differentiated instruction Putra (2023). further elaborates that most research findings indicate misconceptions among teachers, not only in the practice of differentiation but also due to low self-efficacy and motivation among teachers.…”

Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation

“…Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. This concept is rooted in the concept that because there is variability among any group of learners, teachers should expect student diversity and adjust their instruction accordingly (Tomlinson, 2014;Tomlinson, 2017;Putra, 2023). Differentiated instruction focuses on a diversity-based approach (Tomlinson et al, 2003), which can help students meet their learning needs based on different aspects such as readiness, interests, and learning profiles (Tomlinson, 2014;Tomlinson, 2017;Du Plessis, 2019;Gheyssens et al, 2022).…”