Abstract

Differentiated instruction denotes varying instruction in terms of content, product, and process to meet the needs of all learners. One way to differentiate the instructional process is to provide multi-tiered instruction. Examples of systematic approaches to multi-tiered instruction are response to intervention (RTI) and school-wide positive behavior support (SWPBS). RTI and SWPBS involve layers or tiers of increasingly more intensive high-quality research-based instruction, progress monitoring, and data-based decision making. Students receive additional tiers of instruction if they do not show progress towards attaining an academic or behavioral goal with the current level of instruction. These data are then used to determine the supports that students need to be successful. Technology, such as instructional software and online progress monitoring tools, can be utilized throughout tiered interventions to increase the efficiency in which students receive supports. This article will describe the components of tiered interventions: universal screening, three tiers of instruction within RTI and SWPBS, and progress monitoring. Examples of technology utilized in RTI and SWPBS will be described.

Abstract

The challenges teachers face everyday in effectively teaching ALL students along a pre-determined path, usually with pre-determined curricula, towards a goal of adequate yearly progress is overwhelming to say the least. Classrooms are comprised of more and more diverse students in terms of ability, background and experiences, learning preferences, and instructional needs. In order to effectively facilitate learning experiences for their diverse classrooms, teachers must differentiate their daily instruction. This article offers four broad categories of strategies to consider when designing and differentiating instruction to better facilitate learning for all students: (a) instructional organization, (b) instructional delivery and methods, (c) student progress monitoring, and (d) organizational supports. Additionally, implications for practicing teachers and preservice teachers are highlighted.

Abstract

At the core of differentiated instruction (DI) is the belief that because all children are different, their learning needs and abilities are different, and therefore must be approached differently. Differentiating instruction allows teachers to meet the students where they are academically and bring them forward. Although one continues to grow in the use of DI, things are learned along the way that help take the theory of DI into practice for the classroom teacher: 1) DI can extend learning beyond the standards, 2) use open-ended (divergent) questions/problems, 3) start with tiered instruction, 4) grade on learning and growth, not a knowledge checklist, 5) remember that DI can be used to help even the best and brightest, 6) be proactive, not reactive to student needs, 7) incorporate option charts and “menus,” 8) avoid the common pitfalls of microdifferentation, 9) maximize meaningful, but flexible, grouping, and 10) do not expect an overnight revolution. The goal in implementing DI was to increase student performance in physics. Through the use of DI, students were more receptive to working in groups, working at their own pace, working on application-based problems, and a noticed increase in students’ desire to learn.

Abstract

Each developing country should be encouraged to identify its own priorities and develop welfare technology mobilizing its own natural and human resources and should not unnecessarily imitate the stereotyped technologies from the developed countries. The existing curriculum has to be updated and strengthened to include the concept of welfare technology. Mass Technical Literacy Programme (MTLP) be launched and propagated by institutions so as to reach the grass root level to generate awareness and bridge all gender and social category gaps. Need-oriented research works be promoted at all levels so as to make education more realistic and practical. In order to bring about all round prosperity, a model of MTLP vis-à-vis a socio-economic system is being hereby proposed and described. Proper interaction must exist between educational institutions on the one hand and beneficiaries on the other.

Abstract

An emerging research tool used in recent years to better understand and improve teacher thinking has been the use of collaboration and collaborative action research. In our study, we were interested in whether teachers could enhance the learning of their subjects through the use of teaching techniques and strategies involving social interaction. Both traditional strategies and technology techniques were utilized in one cycle of Collaborative Interactive Group Action Research in an attempt to determine whether increasing social interaction implementations might increase on-task time, engagement, motivation, and ultimately achievement.  Three teachers in different classroom environments participated in the study and interacted in a group including two university professors.  Results indicated that there were significant advantages to increasing social interaction strategies and techniques as well as some challenges associated with their implementation.

Abstract

With electronic technologies, differentiated instruction has the same meaning as in traditional instruction, but different tools are available for teachers to help students learn. Electronic technologies for differentiated instruction can add powerful new types of media inclusion, levels of interactivity, and response actions. This rapidly emerging approach to differentiated instruction also can enhance ability to collect data on the fly and to deliver custom content. This paper considers some self-selection strategies for differentiated instruction online, and presents the results of one study to explore student use of self-selection.

Abstract

The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning.  Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method).  Mastery learning is a process where students achieve the same level of content mastery but at different time intervals.  It is an instructional philosophy based on the belief that all students can learn if given the appropriate amount of time and the appropriate instructional opportunities[1]. The study has employed the conventional teaching method followed by the individualized instructional methods (as reinforcement strategies).

The study adopts the Quasi-experimental research method with ‘Group at hand’ sampling method.  The samples are selected from three higher secondary schools in Tamil Nadu and Kerala (States in South India).  After conducting three experimental phases the study concludes that individualized instructional methods (PIM & CIAM) are very effective as a reinforcement strategy for mastery learning.