Scholars have purported that teachers infrequently implement differentiated instruction due to self-imposed obstacles or misconceived notions that promote barriers. This study was designed to generate an awareness of the differences between school administrators’ and teachers’ perceptions of instructional leadership practices towards implementation of differentiated instruction.
Differentiated instruction is a also a mean to support the 14 multiple intelligences and varying learning styles (Lawrence-Brown, 2004; Tuttle, 2000). Differentiation can liberate students from labels, offering students individual opportunities to perform at their best (Tomlinson, 2003).
Differentiated instruction: This means to identify the needs, tendencies, patterns of learning, preferences, prior knowledge, learning readiness and linguistic level of learners, and then to respond to th ese elements in the teaching process (Kojak et al., 2008).
Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners Toni Theisen, Loveland, CO The real voyage of discovery lies not in seeking new landscapes but in having new eyes. (Petras, 1995) How can this profound quote by Marcel Proust help all of us metaphorically.
Differentiated instruction is a method through which teachers can reach every child. According to Anita Woolfolk (2011) differentiated instruction is a flexible teaching method where lessons are individualized based on what the student needs. Differentiated instruction is carried out in several ways that affects how a classroom runs.
Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories.
Differentiated instruction is grounded in Vygotsky’s (1962) sociocultural theory, constructivism, Tomlinson’s (1999) theory of differentiated instruction, Gardner’s multiple intelligences and the learning styles, and the study is guided by this theoretical framework.
Preventing School Failure, 52(2), 31-47. Smith, J. (2011). Differentiated instruction: Exploring implementation at the middle level. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3449941). Steinmeyer, J. (2011). Implementation of differentiated instruction for reading in inclusion classroom.