DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2

DIFFERENTIATED INSTRUCTION IN
THE TEACHING OF GRADE 8
ARALING PANLIPUNAN
Wendell Taraya
M.Ed. Educational Management
St. Catherine’s College

• Today’s teachers are generally familiar with the concept of differentiated instruction because of the highly
diverse learning characteristics displayed by the students in general education classrooms (Bender, 2008).
• There is an evidence of success and effectiveness of using differentiated instruction under K to 12
curriculum in many countries. There was an increased student performance in Science and Mathematics
among students in Australia, Finland and Singapore with the use of differentiated instruction. This
warrants a change in pedagogical approach among teachers to improve student performance among
these subject areas.(Emily Tan, Research Supervisor of University of Sto. Tomas Graduate School)
• It is best conceptualized as a teacher’s response to the diverse learning needs of students
(Tomlinson, 2010; 1999; Tomlinson & McTighe, 2006).
• "I believe that human cognitive competence is better described in terms of a set of abilities, talents, or
mental skills, which I call intelligences“ (Howard Gardner)
• Intelligence is "a biological and psychological potential; that potential is capable of being realized to a
greater or lesser extent as a consequence of the experiential, cultural, and motivational factors that
affect a person" (Howard Gardner)

• even though a person may not have any of particular intelligence, they may have another
intelligence which is still functioning in another part of the brain
• each person has and uses all nine intelligences, and, even though one intelligence may be
stronger than another, they all work together in an ordinary person
• Originally, Gardner did not identify how he intended the MI theory to be applied or who would
benefit from using it (Williams, 2002). He anticipated his work to be reviewed and used by
psychologists but instead, educators have looked to his theory and applied it to their teachings
(Gardner, 2003).
• the human brain functions by paying attention to meaningful and substantial information. This
attention to meaningful detail has allowed for the survival of the human species.(Brain Research)
• students whose skills were under-challenged demonstrated low involvement in learning
activities and lessening of concentration.
• Differentiation of instruction could allow for appropriate challenges and engaging lessons for
students based on their interests, ability, and learning needs (Jensen, 1998).

In lieu with the Brain Research Tomlinson (1999) added that differentiation is a complex and
sometimes perplexing concept
• Differentiated instruction is not a teaching model. It’s a way of thinking about teaching and
learning that advocates beginning where individuals are rather than with a prescribed plan
of action, which ignores student readiness, interest, and learning profile.
• It is a way of thinking that challenges how educators typically envision assessment,
teaching, learning, classroom roles, use of time, and curriculum.
• Differentiation changes the teacher’s role from classroom commander to facilitator of time
and space and assessor of students.
• Gardner and Tomlinson encouraged teachers to personalize the instructional activities in
order to challenge students with a highly interactive, challenging, and interesting curriculum.
• Teachers were encouraged to consider students’ unique learning styles and then differentiate
the educational activities presented in the class to provide for those divergent learning
styles.

Tomlinson encouraged differentiation in three areas:
Content (what is learned)
Process (how the content is mastered by the student)
Product (how the learning is observed and evaluated)

• The teacher’s relationship with, and knowledge of, the students in the class was considered
the basis for the differentiation, and so the relationship between the teacher and the learner
was and is viewed as critical for effective instruction.
• Only a solid positive relationship and fairly complete knowledge of the student’s abilities,
learning styles, and preferences can provide an effective basis for differentiated instruction.

Aranda and Zamora (2017) investigated the effectiveness of differentiated
instruction in the academic performance of grade ten students in Filipino subject in
National University, Manila.
The study used quasi-experimental design to determine the effectiveness of
differentiated instruction in terms of improving the academic performance of the
students.
The participants were purposively chosen for the control and experimental group,
respectively. The learning styles of the students were identified using the Grasha-
Riechmann Student Learning Style Scale which served as the basis for designing
differentiated activities in the Filipino subject.
The experimental group received differentiated instruction for two months while
the control group received traditional teaching instruction.
The results revealed that the academic performance of the students in the
experimental group is higher compared to the control group.
The study concluded that differentiated instruction based on different learning
styles was effective in teaching the Filipino subject to grade ten students.

Stewart (2016) investigated how classroom teachers at the high functioning school are
differentiating instruction and how their reading coaches are supporting the teachers in
designing instructional interventions.
Guided by the concepts of Vygotsky’s zone of proximal development and Tomlinson’s
differentiated instruction, this study examined the connection between these 2 concepts and
explored approaches to the creation of an instructional model to support at-risk students.
The research questions focused on the perceptions of teachers and reading coaches
about instructional interventions and differentiated instruction.
The participants were classroom teachers and reading coaches with 2 or more years of
teaching experience in grades 3-5.
A case study design was used to capture the insights of 7 participants through
interviews and school district public artifacts. Emergent themes were identified from the
data through open coding and findings were developed and validated.
The findings indicated that at-risk students benefit from (a) dedicated, caring teachers;
(b) strong stakeholder support; (c) on-going professional development; (d) opportunities for
teacher collaboration; and (e) effective differentiated instructional strategies. Implications
for social change include increased instructional effectiveness for teachers that improve
academic performance of at-risk students.

Valiandes (2015), it was found out that students made better progress in
classrooms where differentiated instruction methods were systematically employed,
compared to students in classrooms where differentiated instruction methods were
not employed.
Based on the findings, the quality of differentiated teaching being given by the
teacher has a great effect on students’ achievement as well as the systematic
employment of differentiated instruction methods in mixed ability classrooms in
promoting equity, optimization of quality and effectiveness in teaching.

Maddox (2015) explored how elementary (K-5) teachers define, familiarize, use, and perceive
differentiation.
The conceptual framework was rooted from a constructionist theories of Piaget and Vygotsky.
Purposeful sampling identified 12 participants for individual or focus group interviews.
Data were analyzed through an interpretative analysis of open, axial, and selective coding;
interpretations were subject to member checking to bolster trustworthiness.
The findings revealed that teacher participants understood the textbook definition of
differentiated instruction and focused on student grouping to create differentiated classrooms.
Despite that understanding of differentiation, participants perceived differentiation as time
consuming and challenging due to a lack of materials and diverse populations.
Implications for social change focus on mindset and instruction. Administrators and teachers
may use these findings to broaden the definition of differentiation. Furthermore, teachers may use
this study to gain insight of their personal perception of differentiation, identify materials, and
commit to improved pedagogical practices that focus on its versatility in classrooms and improve
student learning. Teachers may consider the participants’ experiences and change their own
existing classroom environments, thus improving student successes.

Amadio (2014) examined teachers’ perceptions about the effectiveness or lack of
effectiveness of differentiated instruction in secondary mathematics in a metropolitan school
district in Minnesota.
The study used a survey and teacher interviews to build understanding of teachers’
perceptions.
The study concluded, based on the results, that secondary mathematics teachers in the
metropolitan school district in Minnesota would benefit from more time, more concise curriculum,
and more professional development to effectively implement differentiated instruction in
secondary mathematics.

Muthomi and Mbugua (2014) investigated the effectiveness of Differentiated instruction on
students’ achievement in mathematics in secondary schools in Meru County in Kenya.
The study sought to determine whether there was a difference in achievement when students
were instructed using Differentiated Instruction approach.
The study employed the Quasi-experimental design and in particular Solomon Four-Group
design. The research was carried out in 8 provincial secondary schools in Meru County, Kenya.
The subjects were form three students and the sample size was 374 students. Simple random
sampling technique was used to select the participating schools. Mathematics Achievement Test
provided the needed data.
The hypothesis was tested at α = 0.05 level of significance.
Results indicated that Differentiated Instruction significantly improved the students’
achievement in mathematics which may lead curriculum developers to include Differentiated
Instruction in approaches to teaching mathematics to improve achievement in the subject.

Robinson, et. al. (2014), investigated how teacher participants from an elementary school and
high school successfully differentiate instruction.
Teachers’ understanding and knowledge in a differentiating classroom are crucial in achieving
students’ success.
The interviews explored participants' perceptions of how differentiated instruction has
influenced their ability to successfully reach the diverse needs of learners in their classrooms.
Major findings in the case study included a lack of professional development, time constraints,
how differentiated instruction meets the needs of all learners, the difficulties of learning how to
initially implement differentiated instruction, and the belief that differentiated instruction is
essential for student success.

Chick and Hong (2012) presented the philosophy and goals of differentiated instruction in the
social studies.
Children’s literature is incorporated to highlight five practical and easy-to-implement strategies
for differentiating instruction.
These strategies are presented to assist teachers in meeting the needs of a diverse student
population.
Differentiated instruction is emphasized in ways that help students experience the benefits of
a democratic social studies classroom where the responsibility for learning is shared.
Although most teachers consider it appropriate and necessary to modify curriculum,
instructional strategies, and student products based on students’ readiness levels and abilities,
interests, and learning preferences, translating that philosophy into practical classroom strategies
can be difficult.
Incorporating easy-to-implement strategies such as Big Paper, Identity Charts, tiered learning
experiences, and open questions can help teachers begin to meet the needs of diverse learners in
the social studies while allowing students to experience a democratic classroom where the
responsibility for learning is shared.

Mahyuddin, et.al. (2011) investigated the impact of learning styles on the academic achievement
of secondary school students in Iran.
The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran.
The mean of test scores in five subjects, namely English, science, mathematics, history and
geography, was calculated for each student and used as a measure of academic achievement.
A total of 285 Grade 10 students were randomly selected as sample of this study.
The results of the analyses of variance show that there is a statistically significant difference
in the academic achievement of the Iranian students that correspond to the four learning styles
[F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating
groups are significantly higher than for the diverging and accommodating groups.

Stavroula, et.al. (2011) inspected the application of differentiated instruction in mixed ability classes, in
which 24 elementary classes of 479 Cypriot pupils participated.
The study provided evidence about the effect that systematic differentiated instruction in mixed ability
classes has on students’ achievement.
The results of the experimental group of the research that had received differentiated instruction were
compared by multilevel regression with the results of the control group that had not received differentiated
instruction.
The comparison aimed at investigating the difference in achievement between the two groups and the
identification of other factors that affected students’ achievement between and within these groups.
A multilevel structure equation model was used to demonstrate the relations and the impact of the
change of teaching practices, monitored by a differentiated instruction observation key, over students’
achievement.
Along with the main research question determining the impact of differentiated teaching on students’
achievement, research results gave substantial evidence over the dimensions of quality and equity of
education effectiveness. Quality and equity dimensions of education effectiveness consists of main conflict
issues for differentiation instruction in mixed ability classrooms.
Based on the results of the study presented, this articles’ main target is to discuss how differentiated
instruction can promote equity and quality for all in mixed ability classrooms.

Allcock (2010) conducted a study comparing learning styles to academic ability as a basis for differentiation
to improve A-level student performance of psychology students.
In one class, learning activities were differentiated by academic ability; in the other class, learning
activities were differentiated by learning style for nine weeks, followed by a further class test.
Both classes showed significant improvement from the beginning to the final test, but there was no
significant difference in improvement between the two groups.
The study recommended further research in personalized learning make student-focused intervention to
enable students to better understand and to employ their own learning styles as a tool for independent
study.

Good (2006) explored the creation of a differentiated classroom by introducing the
philosophy behind differentiated instruction.
Because differentiated instruction assumes certain degrees of literacy and
independence, some of these strategies are more appropriate for young children than
others.
The review synthesized and presented a variety of strategies appropriate for use in
elementary schools, particularly in the primary grades.
Hence, implementation of Differentiated Instruction works best when teachers begin
with applying simpler strategies, working their way down the continuum as their skills
and comfort levels increase.

Gabison (2005) reviewed the current literature, students’ and parents’ perspectives on
differentiation.
The qualitative research project assessed the perspectives of a group of students and
parents in a 6th-8th-grade charter school classroom where differentiated instructional
practices were utilized.
Data collection methods used during the study included anecdotal records, student and
family interviews at the end of the year, and student and family inventories of multiple
intelligences and learning interests.
The study concluded that differentiated instructional practices implemented at small charter
school had a positive impact on student growth, as determined by student, parent, and
teacher input.
Further research is needed to examine the issues of class size/setting and teacher
personality as other variables that impact student growth.

Mulder (1999) determine to what extent differentiated instruction has effect on student
mathematics achievement in primary school classrooms.
Twenty-four primary school teachers in the Netherlands were observed three times by three
observers with the purpose of determining the extent of differentiated instruction to explore
what effect this has on mathematics achievement.
Multi-level analyses were performed to identify the effect of differentiated instruction on
student mathematics achievement.
Results showed that differentiated instruction has no statistically significant effect on student
mathematics achievement, which was against expectations.
The relationship between differentiated instruction and mathematics achievement was
positive, which means that the more the teacher differentiates, the higher the mathematics
achievement of the students is.

Burkett (1994) examine how teachers understand and perceive the influence of
differentiation on instructional practices.
The study utilized the qualitative method of phenomenology to explore teacher perceptions
connected to differentiated instruction and the influence of these on instructional practice.
The study interviewed 11 intermediate elementary school teachers using interview questions
to promote conversational dialogue. The interview questions afforded teachers opportunities
to share their thoughts, feelings, and experiences pertaining to differentiated instruction.
Data analysis revealed the following themes: 1.) Differentiated instruction is essential in an
effective classroom, 2.) differentiated instruction occurs naturally, 3.) in-service professional
development influences differentiated instruction, 4.) early schooling influences
differentiated instruction, 5.) pre-service professional development influences differentiated
instruction, 6.) differentiated instruction is prevalent and 7.) classroom environment
conducive to learning.
In addition the study found that teachers used the following differentiated instructional
strategies: flexible grouping, tiered lessons, literature circles, and curriculum compacting.
Consequently, this study supports differentiated instruction as an approach to learning while
highlighting the influence of professional development on teachers’ use of differentiated
instruction.

Results of related studies revealed that there were positive attitudes toward
differentiated teaching and the belief that differentiated instruction is effective in
promoting students’ high academic performance.
Cited literatures and studies encouraged the researcher to conduct a study on the
effectiveness of using differentiated instruction to Grade 8 Araling Panlipunan
Students of Mohon Divino National High School.

Wendell Taraya
M.Ed. Educational Management
St. Catherine’s Collge
Carcar, City, Cebu

DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2

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