Author(s)

Juanjuan Ouyang ¹, Nanzhou Ye ¹

Affiliation(s)

¹ Boya International School, Jiangxi, University of Technology, Ziyang Avenue, Nanchang, China

Corresponding Author

Juanjuan Ouyang

ABSTRACT

Differentiated instruction is not a one-size-fits-all approach, but instead should be shaped to meet the needs of all students. This does not mean that teachers individually tailor instruction. Rather, they differentiate instruction for groups of students. It's a concept that can be infused into teaching of all students. If done properly, it can be a very effective method to stimulate students' learning interest and maximize their learning efficiency because it challenges all students. This article focuses on how to differentiate instructions for varied groups of students based on their background knowledge, readiness, learning profile, interests, learning habits, etc. The key concepts are: understanding the student, assessing the student, and maximizing learning efficiency. The article provides suggestions for differentiating instructions in terms of content, process, assignment, and assessment.

KEYWORDS

Differentiated instruction, learning efficiency, tailored instruction

CITE THIS PAPER

Juanjuan Ouyang, Nanzhou Ye, Differentiated Instruction: Meeting the Needs of All Learners. Curriculum and Teaching Methodology (2023) Vol. 6: 57-61. DOI: http://dx.doi.org/10.23977/curtm.2023.061111.

REFERENCES

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[3] Ellis, E., Gable, R. A., Gregg, M., & Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31–47. 
[4] Allan, S. D., & Goddard, Y. L. (2010, October). Differentiated instruction and RTI: A natural fit. Educational Leadership, 68(2).
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[8] Gregory, G. and Chapman, C. (2002) Differentiated Instructional Strategies: One Size Doesn't Fit All. Thousand Oaks, CA: Corwin Press.
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