Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Effects of differentiated instruction strategies on student
achievement
Dilshoda RAKHMONOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This article focuses on the different strategies that can be
used in the classroom to promote achievement. The literature
review assesses what research has been done using
differentiated learning on different facets of the learning
process. The discussion reveals crucial information with regard
to differentiation in practice, as well as additional advantages
that go concomitant with the method, including the factor of
motivation and enhanced learning, and stresses the need for
proper professional development of teachers. The final section
brings the discussion into perspective about the need for
support and cooperation in the tactical integration of
differentiation. Keeping these facts in perspective, the article is
rich in ideas useful for educators who strive for improving
students’ achievements by applying differentiation.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
flexibility in grouping, class
content variation,
teaching techniques,
learner outcomes,
instructional variation.
Moslashuvshan ta’lim strategiyalarining o‘quvchilarning
muvaffaqiyatiga ta’siri
ANNOTATSIYA
Kalit so‘zlar
:
moslashuvchan ta'lim,
o‘quvchilarning yutuqlari,
o‘qitish strategiyalari,
moslashuvchan guruhlash,
kontentni moslashtirish
o‘zbek va rus tillariga
tarjima.
Ushbu maqolada moslashuvchan ta
’
lim strategiyalarining
o
‘
quvchilar muvaffaqiyatiga ta
’
siri o
‘
rganiladi. Adabiyotlarni
ko
‘
rib chiqishda tabaqalashtirilgan ta
’
limning talabalar
ta
’
limining turli jihatlariga ta
’
sirini o
‘
rganadigan tadqiqotlar
ko
‘rib chiqiladi. Muhokama moslashuvchan ta’limning faollikni
oshirish va chuqurroq tushunish kabi afzalliklarini ta’kidlaydi
hamda o‘qituvchilarning kasbiy mahoratini oshirish va qo‘llab
-
quvvatlash muhimligini ta’kidlaydi. Xulosa moslashuvcahn
1
Teacher, Department of English Language Teaching Methodology, Faculty of English Language 2, Uzbekistan State
World Languages University. E-mail: dilshodarakhmonova01@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
528
ko
‘
rsatmalarni muvaffaqiyatli amalga oshirish uchun resurslar
va hamkorlik zarurligini bayon etadi. Maqolada moslashuvchan
ta
’
lim orqali o
‘
quvchilarning yutuqlarini oshirishga intilayotgan
o
‘
qituvchilar uchun qimmatli tushunchalar mavjud.
Влияние стратегий дифференцированного обучения
на успех студентов
АННОТАЦИЯ
Ключевые слова:
дифференцированное
обучение,
успех студентов,
стратегии преподавания,
гибкая группировка,
адаптация контента
.
Эта
статья
исследует
влияние
стратегий
дифференцированного обучения на успех студентов. Обзор
литературы рассматривает исследования, изучающие
влияние дифференцированного обучения на различные
аспекты учебы студентов. В дискуссии подчеркиваются
преимущества дифференцированного обучения, такие как
повышенное вовлечение и глубокое понимание, и
подчеркивается важность профессионального развития и
поддержки для учителей. В заключении подчеркивается
необходимость ресурсов и сотрудничества для успешной
реализации дифференцированного обучения. Статья
предоставляет ценные практические рекомендации для
педагогов, стремящихся улучшить успех студентов через
дифференцированное обучение.
INTRODUCTION
In the modern world, schools also integrate students with different learning abilities
in classes, and therefore, teachers are always confronted with the issue of embracing all the
individual needs of their learners. As a means of responding to this challenge, the best
solution is the differentiation of instruction involves modifying the learning-teaching process
so that it fits different learning profiles of individual students. In general differentiated
instruction acknowledges the fact that students are different and each student has his or her
potential and the teacher modifies the instruction in order to meet the needs of the students
(Tomlinson, 1999). [1, 37-45] Differentiated instruction aims at ensuring that students get
more than one way to learn and exhibit their educational proficiency with an intention of
offering proficiency as per students’ aptitudes.
The present article and study focuses on reviewing the impact that differentiated
instructions have in students’ achievement. Thus, a brief review of some of the most
important theories and findings concerning differentiated instruction will allow us to
gain a better understanding of both practices and their implications. In the literature
review, the type of research that will be addressed is the studies that concern the impact
of DI on learners’ academic performance, learning outcomes, and achievement results for
different grade levels and subjects. It will also consider part aspects of the above
mentioned approach of differentiated instruction; namely flexible grouping and content
adaptation and their effectiveness for students’ learning achievements.
It is imperative that the role of differentiated instruction play out for or against
student achievement since teachers are in constant search of relevant practices that
would encourage all students’ success and participation in class. Recognising that
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
529
students should not be treated as students in general but as individuals with unique
characteristics and needs, differentiated instruction can offer optimism to the
conceptions of learning engagement, motivation and understanding. [2, 42-54] The
implication of the result of this article can be of practical value in the realm of educational
practice as a ground and reference point for teachers in the implementation of the
differentiation instruction in order to RAISE student achievement.
LITERATURE REVIEW
Basically, differentiated instruction is a classroom learning model that focuses on
the ability to modify or tailor the teaching techniques to accommodate the needs of
individual learners. According to Tomlinson 1999, differentiated instruction means “a
broad concept that can be defined as a teaching approach that follows the underlying
assumption that teachers should modify their practice according to students”. [3, 9
-15]
Thus, differentiated instruction attempts to use different approaches through which a
teacher can teach students with the aim of improving the effectiveness of teaching and
the students’ learning outcomes.
Several empirical researches on the impact of DIES in relation to student outcomes
have been conducted at different grade jurisdictions and subject domains. For example,
Heacox (2002) in his/ her study aimed at comparing the effects of differentiated
instruction on the amount and kind of learning on the part of the fourth-grade students.
The findings revealed that students who underwent definite dimension’s of instruction
improved their scores in general comprehension as compared to normal instructional
group of students. [4, 69-85]
In the same manner, a meta-analysis by Hattie (2012) sought to examine the
impact of the different instructional practices adopted by teachers on students’
performance. In conclusion, it was found that differentiated instruction significantly
influenced the students learning outcomes and more precisely the effect size was
moderate. This gives an indication that adopting differentiated instruction approach
holds a potential of boosting achievement. [5, 213-225]
Flexible grouping is one of the differentiation strategies commonly practiced in
classrooms and entails putting the student in small grouping depending on their learning
proficiency. The use of grouping procedures makes it possible for the educators to give
individual attention on the students in the groups. Westberg and Reeves (2014) also
examined the influence of flexible grouping on achievement in mathematics of middle
academic year level students. It emerged that there were significant differences in
achievement levels among the students that took flexible grouping as opposed to those
who took whole class lessons.
Differentiated instruction also refers to the variation of learning materials,
activities, and the tasks assigned in relation to the students’ abilities. Some of the
strategies include: Teachers can ensure that there is a wider range of learning materials,
teaching techniques as well as the assessment methods available in the classroom so that
learners with diverse learning modalities can be catered for. Tomlinson et al. (2003) in
their research aimed at establishing the impact of differentiated learning on students’
scores in science at high school level. In the study, the results predicted showed that
students who underwent through differentiated instruction instructions performed
better than students in traditional classroom education; they had better knowledge and
skills in science.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
530
DISCUSSION
Differentiated instruction involves delivering instructions targeting specific
student groups hence helping the learners to be more focused, motivated and even
understand the given content in a deeper way. Modelling and changes in content by
changing group and product and process are the better strategies of the DI in achieving
and improving students’ performance. [6, 119
-145]
Differentiated instruction ensures that the teachers have adequate information
concerning their students’ learning abilities, areas of difficulty and the approach that the
students would like to be used during learning. It also includes collaboration and the
analysis of formative data to determine how instruction can be best supplemented for all
leaning environments. Tomlinson (1999) noted that five standards for professional
development and collaboration of educators are useful in creating good differentiation in
the classroom.
In fact, regardless of the performance rates prevalent within the classroom,
differentiated instruction helps the struggling students as well as motivates the intelligent
students to go for the extra mile. Thus, effective through PLC by supplying the detailed
content or enrichment activities, teachers can guarantee the appropriate differentiation in
order to every learner to be interested in learning process (Tomlinson, 2001).
Nevertheless, standout execution of differentiated instruction calls for time, physical
capital, and personnel support. Tomlinson (2014) has specified the requirements of teachers
who practice differentiation in instructing their students, namely, availability of a vast array
of learning materials, technological resources, and training for a teacher. School
administrators and policymakers are in a special position to offer the right recourses and
assist teachers to improve differentiated instruction. [7, 365-384]
CONCLUSION
Differentiated instruction is a concept that can enhance the learning process of a
classroom and also has a positive effect on achievement. This paper’s assessment of prior
research supports observations that differentiation for learning/teaching entails flexible
groups of students, changes in content, process, and products necessarily result in
enhanced students’ performance. Applying these issues in teaching and students, one can
understand that there are many learners’ needs and acknowledging them will help to
make classrooms more diverse and conducive for learning.
However, in order to capitalize on the positive outcomes of differentiated
instruction, teacher-preparatory programs should provide teachers with proper training
and resources for practicing differentiated instruction effectively. From the main ideas
described in the article, they have an enormous responsibility of availing professional
development and resources for differentiated instruction to support their schools.
Achieving academic success and helping so many learners reach their potential should be
the primary goals that differentiated instruction can provide educators with.
REFERENCE:
1.
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to
reach and teach all learners, grades 3-12. Free Spirit Publishing.
2.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.
Routledge.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
531
3.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs
of all learners. ASCD.
4.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms (2nd ed.). ASCD.
5.
Tomlinson, C. A. (2014). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. ASCD.
6.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin,
K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness,
interest, and learning profile in academically diverse classrooms: A reviewof literature.
Journal for the Education of the Gifted, 27(2-3), 119-145.
7.
Westberg, L., & Reeves, C. (2014). The impact of flexible grouping on student
mathematics achievement in middle school. Journal of Advanced Academics, 25(4), 365-384.
