The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms
Keywords:
differentiated instruction, mixed ability classrooms, english language
Abstract
The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimental study that was conducted on 10 low achievers and 10 high achievers. In order to obtain the data, the achievement test pre-test and post-test was used as an instrument to gauge the low achiever's and high achiever's academic performance. In this experimental class, the researcher used differentiated instruction as an intervention. This intervention class was able to improve their academic score from pre-test to post-test. Therefore, the results revealed a marked improvement in the low achiever's academic scores following the implementation of differentiated instruction in a great way. But for high achievers, their scores were somehow stable between the pre-test and post-test following the implementation of this process. It is evident that differentiated instruction is a strategy that has a great influence on the academic achievement of low achievers in a great way.
References
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Ainslie, S. (1994). Mixed ability teaching: Meeting learner's needs. London: Center for information of Language Teaching and Research.
Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2(4), 72-82.
Aliakbari,M. (2014). Impact of Differentiated Instruction Strategies and Traditional-Based Instructionon the Reading Comprehension of Iranian EFL Students. RALS, 5(1), 109-129. http://journals.scu.ac.ir/article_10741_81c70f8521763a8a51bdbf4b6102bfdf.pdf
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Boges, C. E. (2015). The effects od differentiated instruction on the achievement scores of struggling fourth grade readers. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=F04034E764094B41CBDA3327198A6D12?doi=10.1.1.672.6306&rep=rep1&type=pdf
Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications, 29, 113-139, https://doi.org/10.1093/teamat/hrq006
Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10(2), 67-75. https://doi.org/10.1080/15332276.1995.11672824
Darling-Hammond, L. (1999). State Teaching Policies and Student Achievement. Teaching Quality, 2.
Education Evolving. (2016). Our working definition of student achievement and school quality. Retrieved from https://www.educationevolving.org/files/Definition-Achievement-School-Quality.pdf
Fisher, R. (2001). Teaching children to learn. Cheltenham: Nelson Thornes Ltd. Glossary of education reform. (2013). Retrieved from https://www.edglossary.org/differentiation/
Gundlach, M. (2012). The roots of differentiated instruction in teaching. Retrieved from https://www.brighthubeducation.com/teaching-methods-tips/106939-history-of-differentiated-instruction/
Hall, T., Strangman, N., & Meyer, A. (n.d.). Differentiated instruction and implications for UDL implementation: Effective classroom practices report .National Center on Accessing the General Curriculum. Retrieved from http://sde.ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
Howard, P. (1944). An owner's manual for the brain. Austin, Texas: Leornian Press.
Ireson, J., & Hallam, S. (2001). Ability grouping in education. London: Paul Chapman Publishing
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Koutselini, M. (2006).Towards a meta-modern paradigm of curriculum: Transcendence of a mistaken reliance on theory. Educational Practice and Theory, 28(1), 55-69. https://doi.org/10.7459/ept/28.1.05
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Mandel, H. P., & Marcus, S. I. (1988). The psychology of underachievement: Differentiated diagnosis and differentiated treatment. New York: John Wiley and Sons.
McLeod, S. A. (2012). Zone of proximal development. Retrieved from https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 21. American Educational Research Association. https://doi.org/10.3102/0013189X021004012
Oechsli, M. (2005). Eight qualities of high achievers. Wealth Management Magazine.
Pajalić, N. (2015). Differentiated Instruction in Mixed-Ability EFL Classrooms in Croatia. Unpublished master's thesis UNIVERSITY OF RIJEKA Kiev, Croatia
Pierce, R. L., & Adams, C. M. (2004). Tiered lessons: One way to differentiate mathematics instruction. Gifted Child Today, 27(2), 58-66. https://doi.org/10.4219/gct-2004-133
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44. https://doi.org/10.1177/001698620004400302
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42, 123-129. https://doi.org/10.1177/001698629804200206
Reis, S., & Renzulli, J. (1992). Using curriculum compacting to challenge the above average. Educational Leadership, 50(2), 51-57.
Saundersová, R. (2014). Differentiation in primary school ELT. (Diploma thesis, MasarykUniveristy, Brno). Retrieved from https://is.muni.cz/th/bcpuz/Diploma_thesis_of_Radka_Saundersova.pdf
Stavroula, V., Leonidas, K., & Mary, K. (2011). Investigating the impact of differentiated instruction in mixed ability classrooms: Its impact on the quality and equity dimensions of education effectiveness. Paper presented at the International Congress for School Effectiveness and Improvement, Cyprus.
Steinmayr, R., MeiBner, A., Weidinger, A. F., & Wirthwein, L. (2017, April 28). Academic achievement. https://doi.org/10.1093/OBO/9780199756810-0108
The IRIS Center. (2018). How do teachers differentiate instruction? Differentiate Content. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p05/#conten
The IRIS Center. (2018). How do teachers differentiate instruction?: Differentiate product. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p07/#content
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2001). Differentiated instruction in the regular classroom. Understanding Our Gifted, 14(1), 3-6.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed- ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Ur, P. (1991). A course in language teaching. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. https://doi.org/10.1037/11193-000
Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. The Reading Teacher, 66(4), 303-314. https://doi.org/10.1002/TRTR.01126.
Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., Connor, C. M., & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading Teacher, 66(4), 303-314. https://doi.org/10.1002/TRTR.01126
Weselby, C. (2018). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. Portland, MA: Concordia University.
Wheelock, A. (2005). Does ability grouping help or hurt? A talk with Wheelock. [Interview]. Scholastic Inc.
Wilcox, E. (2013). Advising high achievers, gifted learners, and creative thinkers. Retrieved from http://advisingmatters.berkeley.edu/sites/default/files/Final_Advising%20High%20Achievers_0.pdf
Ainslie, S. (1994). Mixed ability teaching: Meeting learner's needs. London: Center for information of Language Teaching and Research.
Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2(4), 72-82.
Aliakbari,M. (2014). Impact of Differentiated Instruction Strategies and Traditional-Based Instructionon the Reading Comprehension of Iranian EFL Students. RALS, 5(1), 109-129. http://journals.scu.ac.ir/article_10741_81c70f8521763a8a51bdbf4b6102bfdf.pdf
Association for Supervision and Curriculum Development. (2011). Key elements of differentiated instruction. Retrieved from http://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf
Boges, C. E. (2015). The effects od differentiated instruction on the achievement scores of struggling fourth grade readers. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=F04034E764094B41CBDA3327198A6D12?doi=10.1.1.672.6306&rep=rep1&type=pdf
Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications, 29, 113-139, https://doi.org/10.1093/teamat/hrq006
Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10(2), 67-75. https://doi.org/10.1080/15332276.1995.11672824
Darling-Hammond, L. (1999). State Teaching Policies and Student Achievement. Teaching Quality, 2.
Education Evolving. (2016). Our working definition of student achievement and school quality. Retrieved from https://www.educationevolving.org/files/Definition-Achievement-School-Quality.pdf
Fisher, R. (2001). Teaching children to learn. Cheltenham: Nelson Thornes Ltd. Glossary of education reform. (2013). Retrieved from https://www.edglossary.org/differentiation/
Gundlach, M. (2012). The roots of differentiated instruction in teaching. Retrieved from https://www.brighthubeducation.com/teaching-methods-tips/106939-history-of-differentiated-instruction/
Hall, T., Strangman, N., & Meyer, A. (n.d.). Differentiated instruction and implications for UDL implementation: Effective classroom practices report .National Center on Accessing the General Curriculum. Retrieved from http://sde.ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
Howard, P. (1944). An owner's manual for the brain. Austin, Texas: Leornian Press.
Ireson, J., & Hallam, S. (2001). Ability grouping in education. London: Paul Chapman Publishing
Kelly, A. V. (1974). Mixed ability grouping: Theory and practice. London Harper and Row. KL
Koutselini, M. (2006).Towards a meta-modern paradigm of curriculum: Transcendence of a mistaken reliance on theory. Educational Practice and Theory, 28(1), 55-69. https://doi.org/10.7459/ept/28.1.05
Little, C. A., McCoach, D. B., & Sally, M. R. (2014). Effects of Differentiated Reading Instruction on Student Achievemnet in Middle School. Journal of Advanced Academics, 25(4), 384-402. https://doi.org/10.1177/1932202X14549250
Mandel, H. P., & Marcus, S. I. (1988). The psychology of underachievement: Differentiated diagnosis and differentiated treatment. New York: John Wiley and Sons.
McLeod, S. A. (2012). Zone of proximal development. Retrieved from https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 21. American Educational Research Association. https://doi.org/10.3102/0013189X021004012
Oechsli, M. (2005). Eight qualities of high achievers. Wealth Management Magazine.
Pajalić, N. (2015). Differentiated Instruction in Mixed-Ability EFL Classrooms in Croatia. Unpublished master's thesis UNIVERSITY OF RIJEKA Kiev, Croatia
Pierce, R. L., & Adams, C. M. (2004). Tiered lessons: One way to differentiate mathematics instruction. Gifted Child Today, 27(2), 58-66. https://doi.org/10.4219/gct-2004-133
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44. https://doi.org/10.1177/001698620004400302
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42, 123-129. https://doi.org/10.1177/001698629804200206
Reis, S., & Renzulli, J. (1992). Using curriculum compacting to challenge the above average. Educational Leadership, 50(2), 51-57.
Saundersová, R. (2014). Differentiation in primary school ELT. (Diploma thesis, MasarykUniveristy, Brno). Retrieved from https://is.muni.cz/th/bcpuz/Diploma_thesis_of_Radka_Saundersova.pdf
Stavroula, V., Leonidas, K., & Mary, K. (2011). Investigating the impact of differentiated instruction in mixed ability classrooms: Its impact on the quality and equity dimensions of education effectiveness. Paper presented at the International Congress for School Effectiveness and Improvement, Cyprus.
Steinmayr, R., MeiBner, A., Weidinger, A. F., & Wirthwein, L. (2017, April 28). Academic achievement. https://doi.org/10.1093/OBO/9780199756810-0108
The IRIS Center. (2018). How do teachers differentiate instruction? Differentiate Content. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p05/#conten
The IRIS Center. (2018). How do teachers differentiate instruction?: Differentiate product. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p07/#content
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2001). Differentiated instruction in the regular classroom. Understanding Our Gifted, 14(1), 3-6.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed- ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Ur, P. (1991). A course in language teaching. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. https://doi.org/10.1037/11193-000
Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. The Reading Teacher, 66(4), 303-314. https://doi.org/10.1002/TRTR.01126.
Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., Connor, C. M., & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading Teacher, 66(4), 303-314. https://doi.org/10.1002/TRTR.01126
Weselby, C. (2018). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. Portland, MA: Concordia University.
Wheelock, A. (2005). Does ability grouping help or hurt? A talk with Wheelock. [Interview]. Scholastic Inc.
Wilcox, E. (2013). Advising high achievers, gifted learners, and creative thinkers. Retrieved from http://advisingmatters.berkeley.edu/sites/default/files/Final_Advising%20High%20Achievers_0.pdf
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2019-05-04
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