Title Page

Immaculada Concepcion College
of Soldiers Hills Caloocan City, Inc.

Home Economics
DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH AMONG SELECTED

TEACHERS IN TALA HIGH SCHOOL
ACADEMIC YEAR: 2018-2019
A Research Study Presented to the Faculty of
In Partial Fulfillment
of the requirements for the Subject
Practical Research II
By:
Oligo, Ma. Elamae B,
Tabonares, Erjel E.
November 2018
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CERTIFICATION
This undergraduate thesis entitled “THE EFFECTIVENESS OF

DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH AMONG SELECTED
TEACHERS IN TALA SCHOOL” prepared and submitted by the researchers in partial
fulfillment of the requirements for the degree of Bachelor of Secondary Education Major
in English has been examined and recommended for oral examination.
PROF. GINA M. ALPARAN
Adviser
______________________________________________________________________
___
APPROVAL SHEET
Approved by the panel committee for oral defense on ,2017 with a rating of
____.
PROF. GINA M. ALPARAN
Chairwoman
Member Member
Accepted in partial fulfillment of the degree of Bachelor of Secondary Education
Major in English.
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DR. RAMONA A. PRADO
Dean, College of Education
ABSTRACT
TITLE: DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH AMONG
SELECTED TEACHERS IN TALA SCHOOL
RESEARCHERS: TABONARES, ERJEL E.
DEGREE: BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
YEAR: 2017-2018
ADVISER: GINA M. ALPARAN
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DEDICATION
This study is dedicated to the high school students of Tala High School as well
as to the parents and teaching staff who have a big part to attain students’ performance
and learning development.
The researchers also dedicate the study to the future teachers who can use the
results and recommendations for the betterment of their teaching styles.
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Table of Contents
Chapter I
Introduction ……………….…………………………………....
Theoretical Framework…………………………………………
Conceptual Framework…………………………………………
Background of the Study……………………………………….
Rationale………………………………………………………...
Statement of the Problem ………………………………………
Significance of the Study ………………………………………
Scope and Limitations………………………………………….
Definition of Terms …………………………………………….
Chapter II
Review of Related Literature and Studies ………………………
Related Literature ……………………………………………….
Related Studies ………………………………………………….
Chapter III
Methodology…………………………………………………….
Research Method………………………………………………...
Sampling Techniques …………………………………………...
Instrumentation ………………………………………………….
Data Gathering/ Procedure ………………………………………
Statistical Treatment of Data …………………………………….
Chapter IV
Presentation, Analysis and Interpretation of Data ……………….
Chapter V
Summary of Findings ……………………………………………
Conclusion ………………………………………….…………...
Recommendation ………………………………………………...
Bibliography …………………………………………………………….
Appendix …………………………………………………………………
Curriculum Vitae………………………………………………………..
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Chapter I
INTRODUCTION
Classrooms are full of diverse learners in this second decade of the 21st century,
both culturally and linguistically (Gregory & Chapman, 2013). Diversity is common in
every classroom, and in each room we can find distinctive perspectives and
characteristics of young individuals ready and willing to learn, and teaching diverse
students is always a great challenge to every educator. It is very crucial to the teachers
to be mindful on how the students learn best in order for them to satisfy the needs of
their diverse students (Gregory & Chapman, 2013). Teaching students that possess
individual differences and with the variety of learning styles really a big responsibility of
the teachers that need to develop and enhance. Educators should consider the
academic differences of the learners to help them integrate the content of the curriculum
to their own lives and modify the complexity of instruction so all students’ experience
learning success thus, making learning meaningful and interesting to them (Green,
1999 on Subban, 2007).
To differentiate instruction is to recognize students’ varying background
knowledge, readiness, language, preferences in learning and interests, and to react
responsively. Differentiated instruction is a process to teaching and learning for students
of differing abilities in the same class. The intent of differentiating instruction is to
maximize each student’s growth and individual success by meeting each student where
he or she is, and assisting in the learning process. Differentiated instruction applies an
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approach to teaching and learning that gives students multiple options for taking in
information and making sense of ideas. Differentiated instruction is a teaching theory
based on the premise that instructional approaches should vary and be adapted in
relation to individual and diverse students in classrooms (Tomlinson, 2001). The model
of differentiated instruction requires teachers to be flexible in their approach to teaching
and adjust the curriculum and presentation of information to learners rather than
expecting students to modify themselves for the curriculum. Many teachers and teacher
educators have recently identified differentiated instruction as a method of helping more
students as diverse classroom settings experience success.
The concept of differentiated instruction is originally based on the need for
teachers to differentiate instruction to meet the needs of diverse learners in the general
education class. Differentiated instruction was and is best conceptualized as a teacher’s
response to the diverse learning needs of students in the general education classes.
Teachers must know the learners in the class, understanding not only such things about
each learner as her learning abilities, her academic levels, and her individual learning
styles and learning preferences but must also show a concern for each student by
tailoring instruction to meet her unique needs.
“Education For All” is the primary goal of Philippine education regardless of the
“differences”. The Philippine Education For All (EFA) 2015 is a vision and a holistic
program of reforms that aims at improving the quality of basic education for every
Filipino by 2015. Through this, the Philippine government is committed in improving the
quality of education at all grade levels (Philippine Education for All, 2015). As grade 11
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start this school year 2016-2017, the teachers are challenged to address the diversity of
Filipino students, and to accommodate these differences as they motivate the students
to learn. In response to the different levels and needs of the students, differentiated
instruction will be the approach in the learning environment in the Philippine classroom
that has 40-50 students or more. The scenario of having a diverse classroom with
diverse students is not new in Philippine education and it is always a problem on how to
address the different learning preferences and styles of the students. It is observed in
the Philippine classroom that most of the teachers are engaged in traditional instruction,
in which one lesson is designed to meet the needs of all learners, and these teachers
think they are using differentiation but actually not. Learning preferences and styles
were not given attention, thus, learning becomes difficult and boring. In this study
differentiated instruction will be applied to determine the effectiveness of differentiated
instructional in teaching diverse students.
THEORETICAL FRAMEWORK
As Tomlinson (2001) describes, “In a differentiated classroom, the teacher
proactively plans and carries out varied approaches to content, process, and product in
anticipation of and response to student differences in readiness, interest, and learning
needs” . It is a technique and response to help students learn instead of tedious and
repetitive teaching. Differentiation starts with the teacher’s mindset that a student of
any age needs active involvement with and support from adults who care to help them
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construct a worthy life (Tomlinson, 2001). This method of teaching does not suggest
that a teacher has to be all things to all individuals all the time (Tomlinson, 2005).
However, it does require a teacher to master a reasonable range of approaches to
teaching so most students find mastery of learning as often as possible. A teacher’s
response to varied readiness levels relates to a teacher’s professionalism. An expert
teacher is attentive to varied learning needs and grows into a competent, creative, and
professional educator (Tomlinson, 2000). Educators who are responsive to the
increasing diversity among the student population in today’s classrooms believe that
“classes should include students of diverse needs, achievement levels, interests, and
learning styles, and instruction should be differentiated to take advantage of the
diversity, not ignore it” (Jackson & Davis, 2000).
There are many challenges for implementing differentiated instruction in today’s
classrooms. A teacher who differentiates his or her instruction faces the challenge to
provide learning environments and opportunities that exclude no child (Anderson,
2007). When nontraditional students are also included in a school’s most rigorous
classes (VanSciver, 2005), the implementation of differentiated instruction becomes
even more challenging. Moreover, not only do teachers answer to parents, but they
also answer to lawmakers and the business community who demand results with
unsupportive admonitions (VanSciver, 2005), thus putting added pressures on the
teaching profession. These various challenges limit teachers’ abilities to achieve
teaching effectiveness in a classroom where differentiation becomes the center of the
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instruction. Therefore, while teachers indicate the belief that differentiation would
benefit student learning, “research suggests the infeasibility argument is winning in
teachers’ struggles of conscience” (Tomlinson, 2002).
Tomlinson also states: While most teachers persist with single-size approaches
to instructing diverse students populations, both research and everyday observation
provide ample evidence that many students are ill-served in such classrooms. We are
repeatedly disappointed by test scores indicating a shortfall in student achievement.
More disappointing is the number of students from varied economic and cultural
backgrounds and achievement levels who become disenchanted with learning because
school has failed to connect with them as individual learners. Consistent with
Tomlinson’s argument, it is often observed that the typical student sits through notes
and lectures, completes worksheets, and then takes a test over the memorized
materials. The classrooms were quiet except for the instructor’s lecturing. The teachers
chose content, duration of study, and accessibility for student learning. It was an effort
to ensure that all children receive an equivalent level of education (Levy, 2008). This is
how most teachers are educated themselves; however, this is not differentiation.
Teachers hold various misconceptions about differentiated instruction.
Tomlinson (2001) emphasized that differentiated instruction is not individualized
instruction, chaotic instruction, homogeneous grouping, or tailored instruction. In
addition, teachers can be skeptical of differentiated instruction believing that if
differentiated instruction is used, students will be ill prepared for standardized tests,
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students will assign unfair workloads among themselves, or even students may
eventually fail to survive in the real world.
Moreover, some teachers believe that credits should not be given for learning if
a student has not demonstrated the same knowledge level as the other students in the
same class and that there is only one approach to differentiating instruction (Rock,
Gregg, Ellis, & Gable as cited in Wormeli, 2005). Finally, other misconceptions about
differentiated instruction include that differentiation is an approach only for students
with disabilities, to tack on adaptations to pre-developed lessons, to change pieces of
the lesson for one or two students, or another disconnected model for teachers to
implement and fit into the school day (Kluth, 2000). These misconceptions impede
teachers from effectively implementing differentiated instruction and must be corrected
in order to facilitate teachers’ transitions from the more familiar one-size-fits- all teaching
to differentiated instruction. Teachers need to be warned of the possible negative
consequences of adhering to the ineffective one-size-fits-all teaching that can result in
boredom for some students and failure for others.
Teaching to the middle means that the needs of a growing number of students
will not be met (Rock, et al., 2008). With the implementation of the No Child Left
Behind Act, failure is not an option and teachers can no longer aim down the middle
and teach content in only one way. Educators must to be proactive and creative in their
teaching styles.
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As defined by Tomlinson (2001), a differentiated classroom is marked by a
repeated rhythm of whole-class preparation, review, and sharing, followed by
opportunity for individual or small-group exploration, sense-making, extension, and
production. It is essential to realize that successful learning involves the use of
strategies which themselves are learned, and individuals learn best when the content is
meaningful to them. From years of experience, most teachers make modification in
small but significant ways throughout the school day. The challenge for teachers is to
embrace the concept on a scale and scope to positively enhance student achievement
(Tomlinson, 2001). Baglieri and Knopf (2004) stated, “Differentiated instruction drives
the spirit of the classroom and school community toward critical reflection and disrupts
the inequalities currently prevalent in our schools and our society”. Studies indicate the
need for differentiated instruction to enhance student learning and to close the
achievement gaps, but it is not easy for teachers to change from classroom procedures
that are comfortable and familiar to them. The projected outcomes of this study are
that teachers teach to the middle and provide individualized instruction instead of using
differentiated instruction. The theory of differentiated instruction is known at a more
superficial level, but the depth of the philosophy is not practiced.
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CONCEPTUAL FRAMEWORK
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN

TEACHING ENGLISH AMONG SELECTED TEACHERS AND
STUDENTS IN TALA HIGH SCHOOL
Input Process Output
Tabulation of Improvement of
frequencies of group activities
Perceptions, items on the through DI
differentiated questionnaire
answered by the Identification of
instruction
respondents hindrances of DI
strategies and
approaches, status Additional or other
Qualitative method
of teaching- instructional
of gathering
learning process strategies
supplementary data
through survey and diagnosing
interview. student’s diverse
learning styles
BACKGROUND OF THE STUDY
Differentiated instruction is rooted in the belief that, because there is a variability
among any groups of students, teachers should expect student diversity and adjust their
instruction accordingly (Smith &Humpert, 2012) students come to school with different
experiences, skills, and knowledge, and therefore, the instruction needs to structure
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learning experiences that will build on where they are (Kanevsky, 2011). According to
Dee (2010) and Roy et al. (2013) differentiated instruction can be labelled as a
promising approach improving education. They see differentiated instruction as the key
to academic success for all students in regular classroom.
Differentiated instruction become more and more important in education,
students with the same age differ in the extent to which they need instruction and
support during learning and because of the diversity of the students it is very difficult to
the part of the teacher to provide differentiated instruction to the students. Providing
differentiated learning means adapting instruction to the needs of the learners. It is
assumed that differentiated instruction leads to more student achievement, but that is
not clear. It is very crucial to the teachers to be mindful on how the students learn best
in order for them to satisfy the needs of their diverse students (Gregory & Chapman,
2013) The concept of differentiated instruction was originally based on the need for
teachers to differentiate instruction to meet the needs of diverse learners in the general
education class. Differentiated instruction was and is best conceptualized as a teacher’s
response to the diverse learning needs of students in the general education classes.
Teachers must know the learners in the class, understanding not only such things about
each learner as her learning abilities, her academic levels, and her individual learning
styles and learning preferences but must also show a concern for each student by
tailoring instruction to meet her unique needs.
This research reports the findings on a thorough study to determine the
effectiveness of differentiated instruction in teaching English in Tala High School as
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utilized by the teachers and performed by the students. The researchers will identify the
teachers understanding and their concepts on differentiated instruction and the
teacher’s different differentiation strategies employed in varying learning units of study.
Also the central of the research study is to recognize the hindrances and the positive
remarks and effect of differentiated instruction in the learning environment where the
study is being conducted.
The present study adds to recent scholarly research on differentiated instruction
(Thompson, 2009) thereby promoting the approach. In this study teachers describe their
thoughts and experiences implementing differentiated instruction, and the influence of
these on their classroom practice. Gaining knowledge of the teachers’ perceptions and
experiences of implementing the approach can assist the school in providing
professional development which could further promote teachers effective use of
differentiated instruction. Further, reflecting on their thoughts and experiences of
differentiating instruction may positively influence teachers’ self-efficacy with the
approach. Teacher efficacy is extremely important in this era of high standards for all
children. When teacher perceive they can teach in a way that help them meet high
standards there is a greater chance that they will (Protheroe, 2008) Lastly, an important
outcome of the current study is that the study has implications for social change
because the differentiated instruction approach is an instructional strategy that
promotes social change within a school system (Tomlinson & Alan, 2000)
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STATEMENT OF THE PROBLEM
The study tends to determine the Effectiveness of Differentiated Instruction in
Teaching English Among Selected Teachers and Students in Tala High School. The
effectiveness of differentiated instruction to the methodology of teaching English were
explored and tested using the following research questions:
1. What are the teacher’s understanding and concepts about differentiated instruction?
2. How do teachers differentiate instruction in teaching English in secondary schools?
3. What challenges or problems are encountered in the implementation of differentiated
instruction?
4. What training programs may be proposed to solve the problems?
5. What suggestions or recommendations may be given to improve differentiated
instruction?
SIGNIFICANCE OF THE STUDY
The study focused on the Effectiveness of Differentiated Instruction in Teaching
English among selected teachers and students in Tala High School as assessed by the
respondents would be significant to the following:
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The Principal. The school principal will determine the effectiveness of
differentiated instruction which would be beneficial for analysis of current teaching
strategies employed by his teachers in English and into other academic contexts.
The Head Teacher. The English head teacher will be informed about the status
of the teaching endeavors done by teachers, and its contribution for further
improvement of instruction delivery and teaching plan.
The Teacher. The teacher will utilize the study as guide in considering the
employment of differentiated instruction and its efficacy and effectiveness to facilitate
learning of student’s with varying abilities and intelligences.
The Student. The student will determine significant relationship between their
diverse talents and needs to the contribution to the academic achievement and learning
process.
The Future Researcher. The findings of the study may provide essential
information which can be managed to be used for further improvement and application
to other learning environment.
Furthermore, the study is not only beneficial to the following mentioned above but
also to other agents which can affect other variables or components of beneficiaries
which could be internally or externally.
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SCOPE AND DELIMITATION OF THE STUDY
The study aims to determine the effectiveness of differentiated instruction in
teaching English in Tala High School as utilized by teachers and performed by the
students and identify the different differentiation strategies employed by the teachers in
varying learning units. The study also attempts to recognize hindrances and positive
remarks and effect of differentiated instruction in the learning environment where the
study is being conducted. This will also assess several factors about teacher’s methods
of differentiating and diagnosis to student’s diverse needs, and even to students with
exceptional needs. The scope of this research covers teachers and students from Tala
High School. More specifically, English teachers will be the sole strata which will be the
respondents. The study only reflects the school year 2017-2018. The techniques which
will be used are only descriptive methods of data analysis and qualitative surveys,
interviews and, case study observations.
DEFINITION OF TERMS
Assessment - is the systematic process of gathering information from many sources to
make appropriate educational decisions. It identifies student’s strengths and needs and
contributes to the design and implementation of effective strategies.
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Contemporary Classroom - is the usual set up of the things inside the classroom.
EFL - "English as foreign language" introduces English as a second language to those
whose first language is not English.
Interest - the state of curiosity, the willingness to know or to discover new things about
something or someone.
Learning styles - refer to the technique or strategies that can be use in learning.
Profile - is a description of someone containing all the most important or interesting
facts about the person.
Routines - represent the steps done to complete the daily schedule.
Scaffolding - is intended to be a short term strategy, and is one form of differentiating
instruction to meet the learning needs of individual students.
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Chapter II
Review of Related Literature and Studies
This chapter focuses on various literature and studies that explain The
Effectiveness of Differentiated Instruction in Teaching English Among Selected
Teachers and Students in Tala High School. This literature review demonstrates the
efficacy of differentiated instruction as it explores research utilizing the approach.
Therefore, it gives evidence of differentiated instruction as having the capability to
effectively meet the diverse learning needs of all students.
Local Literature and Studies
Lucas (2015) defines differentiated instruction as an learner-centered approach
which is a means of matching learning content, activities and assessment to different
characteristics, abilities, interests and needs of the learners. A teacher can be
considered as effective if awareness of learner’s different levels of ability, their own
strength and weaknesses. A teacher is effective if he builds a learning environment
where all of the students can work together and contribute despite of their varying
abilities and capacities.
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De Dios (2015) published on his blog on Philippine Basic Education, “Does
Differentiated Instruction Work?” the commentary regarding James R. Delisle’s article
“Differentiation Doesn’t Work!” In Delisle note, he iterated that differentiated instruction
is not an easy task. It is considered as highly complex and time-consuming in the
endeavor of teaching. Differentiated instruction requires the identification and
assessment of learner’s needs, thorough and careful planning and, flexibility and
appropriateness for diverse students. De Dios (2015) hypothesized that differentiated
instruction is synonymous to good teaching. He emphasized his synthesized process of
differentiating instruction. According to the article, the first stage of the process is needs
analysis and assessment. The precision of assessment with the use of mere
observation may be uncertain which may lead to incorrect impressions and erroneous
instruction. The evaluation of effectiveness of differentiated instruction is complicated
because of several factors and its immense dependence on each variable, on the
quality of instruction and how the instruction will be utilized. Similar cases can prove the
claim of inaccuracy by a study conducted in the Netherlands where a congruent
analysis has been concluded. The data shows that differentiated instruction has no
significant effect and relationship in students’ mathematical achievement which may be
caused by poor implementation.
Villamero (2014) discussed the concept of differentiated instruction, and its
exemplification to several international policies and visions. In 1994, the Salamanca
Statement in Principles, Policy and Practice explained the urgency that education
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systems should be implemented with the consideration of learner’s diverseness and
distinct characteristics and needs. This policy has been concretized during the signing
of Convention of Rights of Reasons with Disability in 2006 which emphasizes the
inclusiveness of education and tolerance of diversity.
The implementation of differentiated instruction to the country’s educational
curriculum is observed since 2009. DepEd Order No. 72 asserts the role of
differentiated instruction in improving the participation rate of children at school. The
order states that curriculum should be redesigned and modified in order to adapt and
accommodate the gradual shift of learner’s needs and potentials. The policy
acknowledges the utmost significance of learner-centeredness, inclusivity, effectiveness
of teaching and, learning and assessment where differentiated instruction is highly
recommended.
Despite the strengthening of implementation of differentiated instruction in the
educational curricula, many teacher and curricularists still doubt the effectiveness of the
method in the real context of teaching. There are cases in public schools which
encounters the complexity of facilitating a differentiated instruction. They are ought to
teach lessons acoordingly aligned to the set of assessment tools and tests which limits
the extent of employing differentiated instruction. Classroom activities are congruent to
curriculum prescribed which hinder teachers to manage integrating strategies and
methods of differentiation. In the article, anonymous testimonial was done by a primary
school teacher which explains the labor of implementing differentiated instruction.
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“As much as I want to differentiate my activities in class especially for
children with disabilities, I do not have much time and resources. I also have to
cope with the number of chapters and lessons I have to cover and deliver before
the national test comes. It has never been easy.
A study performed at Enrique B. Magalona National Comprehensive High School
located at a second-class municipality in Negros Occidental describes arising conflicts
and challenges in teaching subject areas to high school students in line of differentiating
which is rooted by lack of resources to utilize.
De Dios (2013) wrote on his publication about the sentiments of employing
differentiated instruction. The process of learning can be exhausting to students who
were given consecutive classes on different subjects. Each class has a duration of 50
minutes, heavily packed with activities and discussions which introduces the need of
interaction among students. In order to perform differentiated tasks, a teacher must
divide the class into several small groups allowing greater participation and engagement
of all learners in the activation of learning. However, it requires classroom management
skills to maintain order. Compared to direct method of teaching, differentiated instruction
should be planned with prior assessment and personal knowledge of student’s different
skills and weaknesses. Socialization takes places into a differentiated group where
students are provided by inquiry-based activities and collaborative work. Implementing
differentiated instruction is crucial without adequate planning, student assessment and
classroom management skills.
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Bolivar (2017) explained the impact of differentiated instruction in teaching
differentiated instruction. In order to facilitate differentiated instruction, necessary
materials and resources must be available and accessible for the teacher and students.
Differentiating instruction in physical education involves space within physical activity
environments. Decreased amount of space provided for a student may cause low
performance of the skill required. It may also lead to increase of pressure and
complexity if space would not be functional. In physical education, space is a critical
factor in administering opportunities to perform expected outcomes for success. In
some instances the use of more or less space may stimulate innovative thought and
would therefore be suitable for children with high levels of creativity. Another
differentiated situation is that the space given to a student is correlated to his level of
performance. It does not guarantee that a students who excel in a specific peer group
would also do the same on the other heterogenous group.
The varying roles and activities given to students or peer groups contribute to the
development of learning. High-performing and skillful students possessed high levels of
social ability, thriving for the role of a leader, evaluator or a manager in a group.
However, it does not discriminate students with low social skills. In differentiating
instruction in physical education, the particular use of a specific teaching strategy may
have a salient impact on the teaching-learning process, depending on its
appropriateness and complexity. It offers opportunities to develop potential of children
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who possess a wide range of abilities, and may give them access to many other high
quality learning experiences.
Alavinia & Sadeghi (2017) conducted a study determining the impact of
differentiated-task based instruction via heeding learning styles of EFL learners‘ feasible
proficiency gains. The study is an attempt to further discuss differentiated instruction for
practitioners in line of the scarcity of studies of relating DI. It provides a guide in the
implementation of differentiated task-based instruction for learner’s varying differences
and preferences. The study used a small sample size, specifically 47 academic
freshmen with the utilization of Chislett and Chapman;s (2005) learning style inventory.
The researches concluded that there is no significant relationship between differentiated
task-based instruction to proficiency of EFL learners found existent on both
experimental and controlled group.
In the Philippines, teachers are more dependent on the activities provided by the
textbooks as per instruction by the governing educational agency present. Faustino
(2014) suggested that textbooks can be used as references for creating differentiated
tasks which responds to the needs of the learners. More likely in the Philippines,
textbooks are inaccessible by schools located at remote areas. With that, teachers can
make teacher-made worksheets aligned with the present characteristics of his learners
to mediate the current dilemma observed in the country. In case of gifted children,
Faustino (2013) revealed on his study that teachers should be well informed about the
content being taught to give meaningful connects and deeper understanding regarding
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the topic. The skills of addressing divergent questions which requires higher-order
thinking skills should also be possessed by the teacher.
Foreign Literature
Bearne (1996) defines differentiation as an approach to teaching in which
teacher proactively modify curricula, teaching methods, resources, learning activities,
and student’s product to maximize the learning opportunity for every classroom.
Differentiated instruction is responsive teaching that teacher needs feedback to her
student. Differentiation is a beautification of teaching and learning routines to test the
range of learners’ readiness levels, interest, and modes of learning (Tomlinson, 2001). It
will be a great help for teachers to know how to identify a variety of students’ needs to
become independent, active, and competitive learners.
Differentiated instruction has a great importance for students who are combating
to master the lesson. Two goals are achieved as a result of differentiated instruction.
First, a high level obtaining the grade level standard for all students are important to
attain at the end of the activities and their foundation as well especially for struggling
learners. Second, make curricular accomplishment for those students who really need
it.
Differentiation is about helping students with differentiated academic needs to
understand the same academic content as their compeer, though it will be very difficult
task and needs a variety of strategies to be done to make it successful. Teacher can
differentiated the provided instruction with individual students, within a small group, or
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with a whole class. Differentiating does not mean the teacher will provide a separate
unrelated activities but perform interrelated activities based on the needs of the students
in comprehending a certain skill or idea (Good, 2006).
Differentiated instruction is about meeting the varied needs of the learners in the
classroom. The study concluded that the achievement of the students is better after
they undergo with differentiated instruction over several years, not ending up into
conclusion of the idea in the classroom (Castle, Deniz, and Tortora, 2005).
An inclusive classroom is influenced by a student gender culture, experience,
aptitudes, interest, and particular teaching approaches (Guild, 2001). Teachers believe
that they are all unique individuals, that they possess strengths in sport, others maybe
good in academic and etc. (Tomlinson, 2000). Meanwhile, the common basis for them is
acceptance, nurturing, and respect.(Tomlinson, 2004), regarding this differences is the
guidance of the teacher that will lead to a degree of understanding while motivating
them that they can work independently. (Fischer & Rose,2001). Acknowledging their
strengths while considering their limitations will be their guide to accept their vast
differences among learners in a classroom (Mulroy & Eddinger, 2003). If the difference
and interest of the students will be address, they will easily get motivated, remain
committed, and stay positive (Stronge, 2004)..
Learning within the inclusive classroom is further influenced by a student’s
gender, culture, experiences, aptitudes, interests and particular teaching approaches
(Guild, 2001). Most children accept that in a classroom they are not all alike, that while
some possess strengths in sport, others may be academically strong (Tomlinson, 2000).
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While it is accepted that the common basis for them all is a need for acceptance,
nurturing and respect (Tomlinson, 2004), attending to differences, assists each student
in experiencing a degree of triumph while encouraging them to be all that they can be
as individuals (Fischer & Rose, 2001). It is necessary to take into account the vast
differences among students in a classroom, acknowledging each student’s strengths
while accommodating their limitations (Guild, 2001). Contemporary classrooms should
accept and build on the basis that learners are all essentially different (Brighton, 2002).
In addition, addressing student differences and interest appears to enhance their
motivation to learn while encouraging them to remain committed and stay positive
(Stronge, 2004). Ignoring these fundamental differences may result in some students
falling behind, losing motivation and failing to succeed (Tomlinson & Kalbfleisch,1998).
Students who may be advanced and motivated may become lost as the teacher strives
to finish as much of the curriculum as possible (Tomlinson & Kalbfleisch, 1998). It would
further appear that students learn effectively when tasks are moderately challenging,
neither too simple nor too complex (Tomlinson, 2004)
Brain research
Previous research concluded that human brain has significant implications for
educators (Greenleaf et. al. , 2003). Brain-based instruction is sentiment to the natural
learning of the brain (Greenleaf, 2003). A good instruction tries to utilize the brain to be
skillful to pass through a certain process, store, and retrieve information (Greenleaf,
2003). This research is suggesting related concepts needed to broaden this topic with
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the use of differentiated approach (Tomlinson & Kalbfleisch, 1998). Firstly, learners get
easily motivated if their learning environment is safe and non-threatening (Tomlinson &
Kalbfleisch, 1998). Children may not feel safe within the learning context if they
experience discomfort through rejections, failure, pressure, and intimidation in their
environment (Tomlinson & Kalbfleisch, 1998). Secondly, student should accept the
challenge comfortably, the content of the new learning offers should neither too difficult
nor too easy (Tomlinson & Kalbfleisch, 1998). Thirdly, student should make meaning
out of the idea given while they were in the process (King-Friedrich, 2001). Hence, the
classroom practices and the teacher preparation programs will not give any impact
while the human brain is working to acquire the knowledge that they need (Levine,
2003).
Differentiated Instruction Strategies
Nunley (2006) gathered on her book, Differentiating the High School Classroom:
Solution Strategies for 18 Common Obstacles, the strategies to be used in helping
struggling readers, reading strategies to guide learning, improving test scores,
developing vocabulary and helping readers in building meaning through inferences.
Content, Process and Product technique includes identifying content (what students
learn), process (how students learn) and process (the end results of students’ learning.
Know, Understand and Do (KUD) method consists of knowing what students will know,
understand and do regarding a certain topic. Tiered instruction is a differentiation
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technique where teachers adjusts the level of complexity of either the content or activity
to maintain challenge and interest of learners. Tiered instruction produces diverse and
varying products depending on the outcome that will be attained by the students since
content and activities are being elevated. Menus is a method where a teacher provides
several choices of activities with an equivalent remark or grade to each grouped
activities to be performed. Cubing is also a method done more appropriately on post-
reading activities. In this type, series of questions or activities are placed on each face
on the cube which is ought to be answered or performed by the students. Tic Tac Toe
technique is a similar method to cubing where students choose three adjacent or
diagonal activities to accomplish. This promotes further practice and testing of students
learning by performing related tasks continuously. Socratic Seminar is a peer-grouped
activity which involves a reading text or content and questions to be formulated and
answered by the students. Similar to brainstorming, the students are required to answer
their own questions based from the content given. Layered curriculum drawn as a
pyramid is used to perform three-layered tasks in line with a specific content. Layer C
comprises of basic learning and skills; Layer B for application; Layer C for critical
thinking. Technology is also used as an agent or method in differentiated instruction.
With the access of several devices, students can translate their learning supporting
students’ various learning styles and activities.
Assessment
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Tomlinson & Moon (2013) published on their book, Assessment and Student
Success in a Differentiated Classroom the vital role of diagnosing students in order to
achieve proper differentiation and by which assessment affects other fundamental
elements of teaching such as instruction, learning environment, curriculum, and
management. Teachers are ought to perform formative assessments to check students;
background knowledge, skills, and understanding to fully derive in an instruction which
will yields satisfactory results and develop students’ growth and performance. According
to them, a teacher who frequently assess will more likely to have students who
understand the value of assessment through differentiated task in order to gain prior
knowledge. With that, the teacher will be more informed into the next phase of learning.
Tomlinson and Imbeau (2013) described that role of differentiating done by the teacher
is effective when a relationship of practice and understanding is observed by both the
teacher and students.
Learning Styles
New evidence appear that will support the premise that not all children learn the
same way (Guild, 2001). They provide a significant tool to understand their differences
to explicit the awareness that the teachers need to assist the development of their
student (Stronge, Silver & Perini, 2001). Prioritizing how students learn best,the model
of education work on different learning style that the teacher must possess and
equipped them with the ability to plan their lesson and their curriculum (Strong et al.,
2001). Being able to distinguish a student’s learning style and teach them to adapt
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these can assist student to achieve a good result not just to improve their academic
status but also their attitudes toward teaching (Green, 1999). Identifying the learning
style of the children will help the teacher to enhance the strengths of the student and be
familiarize with concepts that they may find challenging (Green, 1999. Fine (2003)
reported that the student’s performances were significantly better when they were
instructed through learning style approach rather than traditional teaching methods. The
test scores of the students increase on special education program after they use
learning style and incorporate in the instruction (Fine, 2003). In addition, the attitudes of
these student improved as they felt that their strengths were being addressed (Fine,
2003).
Multiple Intelligences
Howard Gardner’s theory of multiple intelligence change the perspective of
everybody that intelligence is a single unit (Gardner, 1999). The main focus of this
theory is on the eight intelligences needed for problem-solving (Campbell, Campbell &
Dickinson, 1999). An instructional technique or program is heavily characterized by one
of the intelligences minimizing the opportunities for students who may not possess a
behavior to learn in this way (Gardner, 1999). Student may become lost both in the
school and the community if they didn’t achieve it in the traditional way (Campbell et al.,
1999). The teacher will provide opportunities for all learners, by enriching the classroom
through assessment forms and multiple techniques, to develop their strengths (Green,
1999).
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Differentiated instruction : Responding to the needs of different learners
Tomlinson (2005) defines differentiated instructions as a philosophy of teaching
that is based on accommodating the differences of student’s readiness levels, interest,
and learning profiles. The main objectives of this differentiated instruction is to believe
that student has its own ability to learn of and knows how to perform in a variety of
ways, and if the teacher will consider to use this in the classroom, they will be more
effective and responsive learners as an outcome (Tomlinson, 2005). Tomlinson (2000)
believe that differentiation is not just an instructional strategy, not a recipe for teaching;
rather it is an easy way of thinking about teaching and learning.
Differentiated instruction sees the learning experience as social, collaborative,
and acknowledge various background of the students their readiness levels, languages,
interest, and learning profiles (Tomlinson, 2004; Hall, 2002) within the increasing
diverse population of the student. Mulroy and Eddinger (2003) added that the learning
environment approve by the differentiated instruction, model, teachers, support staff,
and professional collaborate create a favorable learning experiences for students
(Mulroy & Eddinger, 2003). Students should know how to value their unique strength
while offering opportunities to demonstrate their skills with the use of the assessment
techniques (Tuttle, 2000).
The definition of differentiated instruction reflects Vygotsky’s socio-cultural
theory, the main principle of which social and intercultural relationship between student
and the teacher. Tomlinson (2004) stated that the teacher is the one who has been
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suitably trained to mentor and lead her learners with the help of the appropriate
techniques, assisting each to mold them and reach their potential skills within the
learning context. Teachers are bound to be the expert leading her learners to full
development (Lawrence-Brown, 2004). On the other hand, the learner are trained to be
independent and self-sufficient, targeting for great awareness of their abilities, skills,
ideas, and tries to increase their sense of responsibility for their lives and their learning
(Tomlinson, 2004). The relationship between student and the teacher is correlative. The
development of the learner is responsibility if both teacher and student (Tomlinson,
2004). In addition, the child’s current level of mastery should be in advance, especially if
the skill that the teacher should be taught is difficult, linking the zone of proximal
development by Lev Vygotsky.
Differentiated instruction should present an effective strategy to identify the
learners differences (Tomlinson, 2003), avoid to apply one strategy to a variety of
learners (McBride, 2004). Relating to current research into the workings of the human
brain (Tomlinson, 2001), supporting the multiple intelligences and different learning style
(Lawrence-Brown, 2004; Tuttle, 2000) within a modern classrooms, to create
opportunities for all students (Tomlinson, 2001). Differentiated instruction labels
students by offering opportunities to perform at their best (Tomlinson, 2003).
The role of the teacher is to cater every individual needs and because of that the
teachers were force to shift their thinking from completing the curriculum (Tomlinson,
2000). The instructional process towards understanding varied learners, however, the
teacher is allowed to focus on the same key principles for all student (McAdam, 2001).
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There are qualifications for every child to learn easily and as deeply as possible (Tuttle,
2000). They can use time and resources flexibly and creatively, assisting them to create
an atmosphere of collaboration (Tuttle, 2000). Hess (1999) append that differentiation
can be a captivating experiences in the part of the teacher as it involves a different kind
of energy compared to direct instruction.
Engaging Students
The foundation of differentiated instruction is that teacher must include all her
learners in all activities inside the classroom (Tomlinson, 2000). Research agrees in the
view that the curricula should be designed to engage their students. They should
connect the activities to their lives and positively influence their levels of motivation
(Coleman, 2001). Teachers are required to know their student’s background and their
culture as well (MacGillivray & Rueda, 2001). Knowing your students well will help
teachers to discover their strengths, by that they can moved forward (MacGillivray &
Rueda, 2001). An active students in the learning process and in the content allows them
to see how discipline overlap, to see learning as a whole process (Coleman, 2001).
Interest, Learning Profile, Readiness
According to Robertson (2008), a differentiated classroom should incorporate the
process of determining students’ personal, cultural and academic experience to connect
the content more effectively. A teacher should be careful of differentiated tasks and
must be knowledgeable about his students. Political, cultural and religious subjects
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should be treated carefully upon implementing differentiated task in a multicultural
classroom.
Tomlinson (2014) wrote that a teacher who differentiates must be prepared in
treating students with varying characteristics such as learning profiles, personal and
cultural background, range of interest and prior understanding or academic readiness. A
teacher must promote to his students to become competitive to themselves by checking
their growth on the skill being developed by the differentiated tasks. A teacher who
differentiate does not constrains himself on the recommended curriculum but proving
alternatives to respond to emerging students’ needs as quickly as possible.
Differentiated instruction supports the classroom as a community,
accommodating differences and sameness (Brimijoin, Marquissee, & Tomlinson, 2003).
It allows for the creation of an environment in which all students can succeed and derive
benefit (Lawrence-Brown, 2004). Students differ in three important ways – readiness,
interests and learning profiles in a differentiated classroom, the teacher is obliged to
attend to these differences in order to maximize the learning potential of each student in
that classroom (Tomlinson, 2000).
Student interests vary, these interests can become effective tools to support
learning in the differentiated classroom (Tomlinson, 2001). Tomlinson (2001) sees
student interests as a powerful motivator, which wise teachers could take advantage of
within the differentiated classroom. Teachers should find ways to engage students, by
tapping into what interests students, and by involving students in the daily running of the
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classroom (MacGillivray & Rueda, 2001). Activities and discussions that are built around
students’ concerns and their life experiences allows the curriculum to become more
meaningful to students (Bosch, 2001). Allowing for student interests within the learning
community, ensures that even marginalized students find a place (Lawrence-
Brown, 2004). Most students, even struggling learners, have aptitudes and passions,
providing an opportunity within the classroom for them to explore and express these
interests, mitigates against the sense of failure previously experienced by these
students (Lawrence-Brown, 2004).
Differentiated instruction takes account of student variance by allowing the
teacher to plan their content and process, supporting diverse learning
styles (Tomlinson, 2001). Opportunities can be created to foster group learning and
provide options for individual instruction or independent learning (Lawrence-
Brown,2004).
Teachers who are perceptive to the learning needs of their students help
learners to make productive choices about the ways in which they will learn best
(Tomlinson, 2001). It further empowers the teacher to prioritize tasks to enrich the
learning experience of specific students, students on individualized education plans can
be directed to tasks which involve mastering essential skills, while students on
accelerated programs may be challenged through compacting tasks or independent
research projects (Lawrence-Brown, 2004). Differentiated instruction makes it possible
for the teacher to include authentic instruction, using project-based learning, bringing
relevant and meaningful knowledge into the classroom (Lawrence-Brown, 2004).
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Readiness makes reference to the point of entry of each student (Tomlinson,
2000), while some students are typically at their grade level, others may be performing
at below the level of their peers, while still others are a year or so ahead (Tomlinson,
2001). Readiness levels vary greatly in current contexts, by devising support and
material to support all learners, differentiated instruction develops an atmosphere for
success for all learners (Lawrence-Brown, 2004). Teachers should be able to discern
the evolving readiness levels of students in their care and accommodate these by
providing tasks that are neither too easy, nor too challenging (Tomlinson, 2003).
Learning Environment
Hattie (2012) expounded the book “How People Learn” published at the National
Research Council on 2000 about the underlying attributes of an effective differentiated
classroom. This characteristics namely, student-centered, knowledge-centered,
assessment-rich and community-centered. (Tomlinson & Imbeau, 2013) stated that the
welfare of the students should be paramount and prioritized in a differentiated
classroom. An environment which suggests learning of everyone rather than instructing
alone is more inviting and encouraging. Hattie (2012) also emphasized on his article
“Visible Learning for Teachers” that differentiation is not a mere activity of providing
distinct activities for every group but rather diagnosing the status of students’ learning
from being a beginner to capable to proficient.
A differentiated classroom is about creating a conducive classroom where best
learning may occur(Chapman & King, 2005). Differentiated teacher is seeing her
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student as an individual to be appreciated and cared for and this should be reflected in
a positive classroom environment. The first step in creating such is to involve all her
learners in class activities. When the classroom is very active that everyone is willing to
learn and there is a sense of community. For example, teachers is working on her
layout of furniture, it’s comfort level, temperature, level of sound, lighting in the
classroom, and accommodate her students for these (Burke & Burke-Samide, 2004),
teacher who design a healthy classroom environment and tries to abandon the
traditional role of a teacher of becoming authoritative and create a positive atmosphere
where a students feel secure, safe, and free to take a risks (Tomlinson, 1999).
A differentiated classroom is ensuring that all students will benefit. Every student
should practice of enforcing a mutual respect among them. Therefore, every student is
encouraged to engage in sharing and questioning bearing in their mind that they will not
be judged (de Anda, 2007). In addition, differentiated teachers are very considerate,
positive thinker, mindful of the student’s idea, aiming for joyful learning, and share
themselves with students (Tomlinson, 1999). In this setting, teachers willingly share
what they have with their students. For example, students may participate in creating
the rules and procedures in the classroom, contribute and give advices to the provided
solutions to the problem, help one another on their own ways, and more (Tomlinson,
2001). The motivation of the students increases if the classroom climate is positive and
promotes autonomy (Young, 2005). It needs “maximum effort to achieve maximum
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potential” and they are willing to do whatever it takes to facilitate this level of learning
and tend to “teach up” instead of bringing down their students.
Tomlinson identified three components that should be differentiated (Hall,
Strangman & Meyer, 2003): content (elements and materials used in reaching learning
goals and in teaching concepts, principles, and skills that students will learn), process
(how you will teach the content, flexible groups or whole-group discussion of content or
small groups or paired groups; groups are not fixed), and products (students are
allowed choices in products or final assessments which should offer a variety of ways
for expression, degree of difficulty, and types of evaluation).
Langa & Yost (2007) reminds that three key components for differentiating is to
assess each child’s readiness level (where they are in relation to a particular
understanding or skill), interest level (their curiosity or passion for a particular topic or
skill), and learning profile/style (how students learn as influenced by intelligence,
preferences, gender, culture or learning style) before modifying content, process, and
products. The teacher should use assessment data gathered from each child during the
beginning of the school year. However, the teacher should continue to collect data daily
on students’ readiness for particular skills and ideas, their interests, and their learning
profiles/styles (Langa & Yost, 2007).
In getting started with differentiated instruction, Anderson (2007) has several
easy to follow suggestions. Begin with creating learning profiles. This will require the
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teacher to collect profiles of each student that include learning preferences, family
structure, favorite hobbies, interests, state assessment scores, lexile reading scores
and fluency in reading recordings. Another suggestion deals with introducing students to
differentiated instruction by modifying the process of a few lessons. This could include
using a choice board in which students choose activities constructed from various
reading levels in the classroom. Students could select two out of six activity options to
demonstrate skill toward lesson objective. A teacher could very easily introduce
differentiated projects for assessments. Suppose students are doing a unit on the state
of North Carolina, students might draw a map of land forms or businesses, or could
research another state and identify similar regions or create a travel brochure for a
primary region to include points of interest, food, lodging, historical features and fun
things to do. The last suggestion would allow students the right to work in small groups,
alone, or with a partner.
Rock, Gregg, Ellis & Gable (2008) have designed a blueprint for differentiating
instruction called Reach. The first activity requires teachers to reflect on what it will take
to change to differentiated instruction. The second activity requires teachers to evaluate
the curriculum with a survey including what students should know, what most know, and
what standards they must be held accountable for. The next activity involves analyzing
groups and individual students to determine readiness, interests, preferences,
strengths, and needs. The teacher should then craft research-based lessons that
include graphic organizers, opportunities for students to work in small groups, whole-
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class, or individualized instruction units. The teacher would allow for student response
through dry boards, choral responses, cooperative learning groups, class-wide peer
tutoring and assistive technology such as, books on tape, talking calculators, and
manipulatives. The teacher should prepare to hone in on the data by using pre-
assessments or diagnostic assessments such as checklists, interviews, surveys,
observations at the outset to collect data on student interests, thinking styles, and
readiness for teaching content and skills. The teacher should use formative
assessments during the instruction process through the use of questioning, quizzes,
probing, learning logs, work samples, or think alouds. The use of a summative
assessment is also valuable after instruction, for example, the use of unit or chapter
tests, projects, or portfolios.
In making differentiated instruction manageable (Lawrence-Brown, 2004),
teachers must build upon personal strengths and talents (e.g., teacher may have
interest in on-line projects or in the arts, or in botanic garden projects). Teachers should
build a collection of resources from libraries, the department, local professional
associations, or the district. Teachers should not try to do everything at once but start
with highest priority first and work with a collaborative team to set goals. Remember that
all lessons do not need the same amount of support. Teams can decide which students
need various supports.
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Homework
Homework is the another aspect of differentiated instruction. It is suitable with the
concepts of differentiation based on readiness, interest and learning profile (Tomlinson
& McTighe, 2006). Harris Cooper (2001) analyzed 17 studies with 3,300 students in 85
classrooms and 30 schools in 11 states. he found that the students completing the
homework had a higher achievement score than 55 percent of the students who didn’t
complete their homework. Cooper also found the positive effects of homework by
subjects were found in mathematics assignments, followed by reading, English, Science
and Social studies. He also said that homework effectiveness increases with the age of
the child and had its greatest effects on high school students. He suggested that the
homework should be viewed as a diagnostic tool rather than an opportunity to test.
During the day, homework should focus on practice, integration of concepts learned and
simple introduction to the next lessons. James Strong (2002) agreed with Cooper in that
homework should be about practice.
Foreign Studies
According to Carol Tomlinson (2001), one of the prominent authors of
differentiation, differentiated instruction is a conscious and deliberate method of
recognizing student’s diversity through the method of planning and teaching. A recent
study was conducted to determine the effects of differentiated curriculum and grouping
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practice on student achievement in mathematics (Tieso, 2005). The purpose was to
investigate the effects of whole class, within-class, and between-class grouping
practices and differentiated curriculum combined with flexible grouping. The
differentiated students were pre-assessed to test and identify their strengths and
interest and grouped accordingly to their capabilities and skills. The duration of the
treatment was for 3 weeks, or 16 hours. The result of the conducted study simply says
that the two students in the revision groups had significantly higher post test than the
comparison groups. In addition, the author suggest that even some changes to scripted
text book unit will give a good impact to the students' learning and this can be
accomplished in a whole class setting. In the differentiated curriculum group, teachers
were implementing various learning strategies and students were grouped according to
their preferences, results were even more meaningful. They give results demonstrate
that students receiving differentiated curriculum experienced significantly higher
mathematics achievements than others who did not, and that way of regrouping
positively influenced learning (Tieso, 2005).
With the use of the case study method, Affholder (2003) recently conducted
investigation of how differentiated instruction with all learners in general education
classroom. The study was held in the Blue Valley School district in Kansas, the district
began the initiative six years and provided support for implementation of differentiated
instruction in the manner of development of their staff, time and resources needed,
opportunity for collaborative works, and shared decision making. Teachers in the study
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received 15 hours of professional development on differentiated instruction, two years
advance, and the study determine the level of teachers' differentiation over time. The
data were collected with the use of the stages of concern questionnaire developed by
Hall and Hord in 2001 and varied interviews to explore the implementation of the
differentiated instruction and the factors that supported the implementation of the
approach. The study investigates the perception of 26 teachers, 12 administrations, and
a school board member using varied interview. From these, 10 teachers of grade k-5
were distinguish at high level of using differentiated instruction, and administered for
another interview to gain some information on how they use and implement the
approach effectively.
All of the teachers expressed concern about using differentiated instruction, in
spite of their experiences and different way of implementation. Their greatest concerns
regards of this matter was the use of time which encompassed several areas. The time
intended for planning, preparation, collaborative works, and others. The time allotted for
student and time for instruction. They also expressed the need for support in their
ongoing staff development and resources. The given data revealed that the teachers
had concerns over the practicality of implementing differentiation, classroom
management, and organizational issues using the approach. Regarding the strategies
used to support differentiation, data showed the majority of the teachers were using a
wide range of differentiated strategies in varying degrees.
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Riener and Willingham, a psychologist and neuroscientist, respectively, at the
University of Virginia, believe that accommodating classroom to attend to learning styles
is not beneficial. Two arguments were based from their position. This research signifies
that the brain does not work the way how learning style theory take place. Riener and
Willingham (2010) said that if people use auditory strengths to store what they learn
from the brain, the result would be the awareness of sound differences, not meaning
about math or a novel. They emphasize that students remember only the meaning and
not the auditory qualities. They also make an argument against using kinesthetic or
visual instruction techniques. Reiner and Willingham had noted their results that occur
in a lab setting with individual learners do not necessarily transfer into the classroom
practice where there are many factors to be considered at work in the learning process.
Hence, Riener and Willingham concluded that people learn in different manner.
On a research conducted by Gersten (2008), Best Practice for RTI: Differentiated
Reading Instruction for All Students, it is included that differentiating instruction is an
essential part of the tier in the Response to Intervention (RTI), an evidence-based
technique in reading assessment and teaching. This study is centered in primary
students who are struggling readers. In this strategy, differentiated instructions are done
to resolve various problems by each students depending on the area of difficulty upon
the skill of reading.
Baumgartner, Lipowski, and Rush (2003), conducted a study of differentiated
instruction on the reading achievement of elementary and middle school age students
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struggled in reading and lacked of motivation to read. This was implemented in grade 2,
3, and 7 in a suburban school district. The students were from predominantly class
homes and varied in ethnicity. The duration of the conducted study was nineteen weeks
and validated very successfully.
Conducive to the differentiated approach, several different assessment tools
were utilized to determine student need for improvement in reading. These included:
teacher made checklists demonstrating students’ reading skills, formal reading
assessments of phonemic awareness and reading level, and surveys of student attitude
toward reading. Two assessments, the checklist and attitude survey were student
centered. Students participated in the construction of the checklist by filling out a form
telling what they did before, during and after reading. Based on these responses
teachers filled out a strategies checklist as evidence of reading strategies each student
used. The attitude survey included open-ended responses for student input.
Several different assessment tools were used to identify students need for them
to improved their reading skills, these included: that the teacher should have a checklist
to follow the changes and demonstrate students' skills, formal reading assessment of
phonemic awareness and reading level, and monitor the attitude of the student towards
reading. Two assessments, the checklist and attitude survey were student- centered.
Student participated in the construction of the checklist and attitude by filling out a form
listing what they did-before, during, and after reading. Based on how the student
responses, teacher filled out the checklist and use as evidence of reading strategies
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that each student frequently used. The attitude survey included open-ended responses
for student input. Teacher were directly involved in several components put in place with
the goal of possessing students' achievement in reading. These were as follows: using
assessment tools to distinguish student reading level; constructing lesson plan providing
task choices for students.
In the process, the students were re-administered assessments on phonemic
awareness and reading level. Based on data, students were placed into a new groups
and the flexible groups were reconfigured. In the said groups the older students worked
on comprehension strategies and the younger students studied phonemic awareness
and decoding skills. In addition to formal assessments the teacher asked the students to
record reading behaviors on an open ended form converted to a checklist of reading
strategies used by the students. They have also administered attitude survey.
The result of the study about the use of differentiated instruction will help to
promote reading achievement. In the higher level a group that focused on reading
strategies became more successful.
On the post data showed that during reading all of the students increased in the
number of reading comprehension. In phonemic awareness, the number of students
who read over 31 words correctly increased for each level with third grade showing the
greatest increase. As for reading level, post tests showed that most of the students at
each grade level were reading either at or above grade level after the intervention.
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Lastly, the survey about reading attitude showed that most of the students in each
grade level increased in their attitude towards reading. Moreover, the student’s
perception about their ability as a reader were improved based on the survey. There
were also an increase across all three grade levels in the number of students who said
they read at home for fun. The authors conclude that the mini lessons held during small
group instruction had an impact on the students achievement according to the
phonemic awareness and grade level assessments. (Baumgartner, Lipowski, and Rush,
2003.)
In the Rockwood school district in St. Louis, Missouri, educators addressed about
meeting the diverse needs of all learners with differentiated instruction since 1995
(McAdamis, 2001) Rockwood is the large district with 18 elementary schools and 22,
000 students. It holds a student s population that is over 80% white with 15% qualifying
for free or reduced lunches.
In implementation of differentiation began with the school adopting on policy with
the goal of providing an equal education for all learners.. Next, a group of teachers were
trained in differentiated instructions and peer coaching. The group met five times in the
first year where they learned new instructional strategies and constructed appropriate
lessons and activities. After trying the strategies inside the classroom, teacher will return
to their group and share their experiences. Teachers who promoted differentiated
instruction in their school were called as “critical mass”. As part of training the district
offered workshops for teachers and administrators. The implementation of differentiation
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was supported in various ways. Teachers were given a time to develop units and
lessons, study groups were conducted and teachers engaged in a research with
focused on students achievement. It is required that every school have some staff
development focused on differentiated instruction in their school improvement plan.
Mc Adamis (2001) reported that although some teachers had difficulty with the
board policy, as regular basis most schools currently utilize differentiation. Students
achievement across subjects were increased as a result of the district implementing
differentiated instruction.
Flexible grouping is one of the strategies of differentiated instruction. Flexible
grouping is one type of ability grouping, described in a research study conducted by
Slavin (1986) as group-paced mastery learning.
Kulik and Kulik (1982) reported the result of fifteen studies on self-concept. In
seven studies, self concept was higher for students in grouped classrooms; in six
studies, self-concept was higher for students from ungrouped classrooms; and in two
studies, self-esteem was equal for the two groups. These studies were based more on
ability grouping, the results are worthy of consideration as a research finding. Because
the flexible grouping is similar to ability grouping. The difference between the two ability
grouping perceived as being static, while the flexible grouping changes based on the
mastery of the skills by the students.in meta-analysis in 1992, Kulik conclude that the
evidence on the non cognitive outcomes of grouping is not clear. Non cognitive
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instructional outcomes are not usually studied by educational researchers. Some people
believe that grouping has a small impact on the students self-esteem. It is no believed
to lead talented students to become self-satisfied or smug, nor does it cause hasty drop
in self-esteem of lower students (Kulik, 1992).
In Tieso (2001) qualitative study show that the students become more engaged,
motivated, and excited to learn if the classroom setting is differentiated. Tieso (2001)
also found that students did not lose their sense of self-concept or self-efficacy.
Teachers are responsible of proving that the learning has taken place and
pretesting becomes a critical baseline. The goal of the assessment of instruction is to
help the teachers to determine the best approach to instruction for learners.
(Moon,2005) the teacher uses the information that they have to decide where instruction
should start , or on which part of learning goals to focus.
Beecher and Sweeny (2008) summarized the school’s approach to less the
achievement gap among culturally diverse groups of students through differentiated
curriculum and school-wide enrichment teaching and learning. They have said that the
school should transform itself from a plan of remediation to one that enriched students.
Through that approach the students achievement were improved and a reduction of the
achievement gap between rich and poor and across the various ethnic groups. Through
analyzing the strengths and weaknesses in all areas the school was able to
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accomplished their goals. This resulted in a change in the mission statement, a broad-
based instructional strategic plan, specific learning objectives, and detailed action plans.
Baumgartner, Lipowski and Rush (2003) in their research about differentiated
approach where flexible grouping in reading, students choice various tasks, increased
self-selected reading time and access to various reading materials are included. They
have found improvements in student’s instructional reading levels, the number of
comprehension strategies used, mastery of phonemic and decoding skills and attitudes
toward reading also improved.
Schlag (2009) examined the effects of flexible grouping on reading instruction at
the fifth grade level. Through pretest and post test the quasi-experimental design of the
study was measured. As the readiness level of the student changed the students will
move from different reading groups. The dependent variable was reading achievement
scores measured by the standardized test achievement in reading (STAR) test. Every
two weeks for the eight weeks of the study the students took the computerized test and
they were grouped based on the results. The teacher is the one who will instruct the
learners at their reading level. Schlag found that impending flexible grouping made an
important gain in reading achievement.
Robinson (2004) a recent study focused on teacher’s decision making process
as they implemented differentiated instruction in elementary classroom and their
perceptions of using the approach. In the study there are 22 participants of elementary
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teachers in K-3rd and a reading specialist, each with varying years of experience.
Open-ended questionnaire and interviews were included in data collection. The data
regarding to how the teachers implement the differentiated instruction shows that
teachers failed to connect to specific research theories relating to the idea of
differentiated instruction. Teachers become aware of their practice as reflective in
nature, as they made a decision based on students performance or response during
lesson. The teachers also labeled professional development as a support, specifically
for the writing program. The school was currently using differentiating literacy
instruction.
The significance of utilizing a variety of instructional strategies was a major
consideration for the teachers when deciding to differentiate instruction. Student’s
personality, needs and learning style are the factors that is being considered for
differentiating instruction. Teachers noticed the need for a variety of teaching materials
within their classroom to address different learning styles and reach varied levels of
students. In the data it shown that the teachers felt supported with resources and a new
reading program that called for small group instruction with leveled text. In the area of
technology, teachers felt professional development was not enough. Most of the
teachers demand for classroom assistance during small group instruction when flexible
grouping took place. During this time teachers implemented other strategies were the of
use leveled readers, meaningful learning centers and modified lessons. Additionally,
teachers expressed concern over time for planning and reflection. Robinson (2004),
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each believed a common planning time would better support their use of differentiated
instruction and allow them to reflect on and adjust lessons.
The study was conducted on teacher perceptions of differentiated instruction in
the elementary grades (Thompson, 2009). The study sought to identify and illustrate the
ways in which teachers perceive the influence of differentiated instruction on teaching
practices. The population for the study was 15 elementary teachers ranging in grades
kindergarten through fifth grade. The participants were interviewed through in-depth
interviews and discussion was analyzed for patterns. Multiple intelligence became an
evident in the consideration of student’s preference and learning style used as
framework to guide instruction and assessment. In the data teachers characterized
various aspects of differentiated instruction which they utilized to promote student’s
success. These were: (a) small group instruction I the most suitable method for
differentiating instruction based on ability level, (b) learning centers are the best method
for differentiating instruction based on learning style and learning preference and (c)
implementation of differentiation is difficult and time consuming. The participants in the
study considered differentiated instruction to be an instructional approach that meets a
wide range of student needs (Thompson, 2009).
In Thompson’s (2009) study k-5th grade teachers were studied, and the data
showed teachers used small group instruction and learning centers, which are typically
found in early childhood classrooms. The researcher of the present study was
interested in knowing more about the perception of the teachers in differentiated
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instruction in upper elementary classrooms. The present study attempted to narrow the
present gap by exploring the perceptions of the teachers regarding to the used of
differentiated instruction in grade 3-5. The current study varied from Thompson’s (2009)
study with different interview questions and in the area of analysis. This study followed
Moustakas (1994) modification of the Steck-Colaizzi-Keen method of analysis of
phenomenological data. Further detail on this process will be provided in the Data
Analysis section of this study.
Though differentiated instruction offers different ways for learning, it is not an
individualized instruction of the past (Tomlinson, 1999). Not all instruction is
differentiated or occur every day inside the differentiated classroom. In one classroom it
would be impossible for each learner to have different lesson for every subject.
Teachers understand that in the differentiated classroom learners are different and so
have diverse learning needs (Tomlinson, 2001). Thus, differentiation focused on
student’s individual learning needs and ways of learning. Within the approach teachers
provide students with personalized learning experience in order for students to gain
knowledge and skills necessary for learning (Chapman and King, 2005). Though in
differentiated instruction there is no one right way, there are some principles that guide
the approach (Tomlinson, 2001). Consequently, this section explores the following
components of differentiated instruction: learning environment, student characteristics,
elements of differentiated instruction, assessment and flexible grouping.
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Chapter III
Methodology
This chapter will discuss the method used by the researchers that will measure
both sides to determine the effectiveness of differentiated instruction in teaching English
among selected teachers and students in Tala High School.
Research Method
The researchers will use the descriptive method in quantitative and qualitative
design that will measure both sides of Determining the Effectiveness of Differentiated
Instruction in teaching English among selected teachers and students in Tala High
School. This is reflected in the definition of descriptive method where in it determines,
describes and interpret what is concern to the characteristics of the population and
phenomenon that is being studied. These are the reason why descriptive method and
comparative method are suitable on this study. These methods will measure both sides
of Determining the Effectiveness of Differentiated Instruction in teaching English among
selected teachers and students in Tala High School.
The researchers will utilize the descriptive method on gathering data.
Observational methods, case-study methods and survey methods will be also used to
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measure the effectiveness of differentiated instruction in teaching English in the locale
of the study, Tala High School. Both quantitative and qualitative data were gathered
in order to achieve clearer perspective about teacher’s methods of differentiation. A 55-
item questionnaire will be used to measure the intensity of each criteria is being
performed, observed and facilitated by the teachers. The questionnaire used Likert
scale as a measuring tool.
In the qualitative method of data gathering, two pre-selected, semi-structured
and personal interview questions will be asked as required for the fulfillment of the
research questions. The survey method will provide necessary basic and essential data
about the teacher’s background including years of teaching, demographics, gender and
grade level designation. The questionnaire will be completed anonymously to secure
data confidentiality and limit bias and subjectivity to prejudgment and assessment.
The survey instrument was multi-faceted. As stated above, teachers were
asked to complete an anonymous survey written on a Likert scale. The survey was used
to seek opinions concerning differentiated instruction and the implementation of this
teaching method within the classrooms. Questions were divided into six categories:
demographics, lesson design and implementation, content, procedures, communication,
and learning.
Sampling Techniques:
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The respondents are the English teachers from grades 7 to 10 of Tala High
School.
The total number of Grade 7 English teachers of Tala High School is 10, which
consists of 1 male and 9 females. The sample size of teachers from Grade 7 is 9.
consists all 10 females. The sample size of teachers from Grade 8 is 9.
consists of 2 males and 6 females. The sample size of teachers from Grade 9 is 7.
consists of 2 males and 7 females. The sample size of teachers from Grade 10 is 8.
The researcher will use purposive sampling technique to choose respondents
that will answer the Effectiveness of Differentiated Instruction in Teaching English
Questionnaire in which total population method will be used.
Population
The targeted population of this study refers to the English teachers from grades
7, 8, 9, 10 of Tala High School.
Sample size
Sample size obtained from Slovin’s formula;
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n = sample size
N = population size
e = .05
N = English teachers of Tala High School
The result of applying the formula is a sample size of 33 respondents.
Nevertheless, the researchers decided to adjust the result to the nearest sample size,
which is 33 respondents in a population of 37 Grade 7,8,9,10 English teachers of Tala
High School.
English teachers in No. of Sample size
Tala high school population
Grade 7 teachers 10 9
Total 37 33
Instrumentation
The researchers used the 55-item Effective Teaching Differentiated Instruction
Questionnaire (ETDIQ) to be utilized as our learning style measuring instrument,
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patterned from Georgia College & State University’s as published at Schools’ Journal of
Student Research, “The Corinthian”. ETDIQ is used to measure the effectiveness of
teachers’ differentiated instruction. It is highly cost-effective self-development
instrument, which promotes better innovation by revealing how people prefer to take
information. An open-ended question is also provided at the end of the questionnaire
which is supplementary for the qualitative data required to set the necessary information
to study the topic more intensively.
STATISTICAL TREATMENT
To interpret the data effectively the researcher will employ the following statistical
treatment.
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COVER LETTER
Dear (name of respondent),

Please be informed that I am conducting a study on the effectiveness of
differentiated instruction in teaching English in Tala High School. In this connection, I
have constructed a questionnaire to gather information for my study. The investigation
is beneficial to Tala High School. In fact, the Division Superindent, Dr. (name of Division
Superintendent) has encouraged me to conduct the survey and promised to help me get
your cooperation. (Please see attached letter of endorsement). Your participation in the
study through answering this questionnaire is very essential. Without it, the study will
not be as complete as it should be. \
Please feel assured that your anonymity and the information you will give will be
treated with sincerest confidentiality.
Thank you very much for your very kind response to my request and if you are
interested I will supply you with the results of my study.
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Very sincerely yours.
Erjel E. Tabonares
QUESTIONNAIRE
(It is taken for granted that this questionnaire is for the English teaching in Tala High
School to be accomplished by English teachers only.)
General Direction. Please accomplish this questionnaire very carefully and honestly.
Your responses are anonymous. The results that will be gathered will be compiled in a
research paper to fulfill the requirement to complete our four-year degree in Bachelor of
Secondary Education Major in English. Please rest assured that any information that
you supply will be treated with the greatest confidentiality and anonymity. Your
assistance to achieve this endeavor is much appreciated. Thank you.
Demographics:
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1. Please select your gender _____ Male _____ Female
Educational Qualification
2. Please put a check mark before the degree to which your degree or degrees
correspond.
______ BSEd English
______ AB English
3. Please select your current certification level:

______ Bachelors Degree
______ Masters Degree
______ Doctorate Degree
4. Please put a check mark before the number of years you have been teaching English
or other subject areas.
______ less than a year ______ 8-10 years
______ 1-2 years ______ 10-15 years
______ 3-4 years ______ 20-25 years
______ 5-7 years ______ more than 25 years
5. Please select your grade level assignment

______ Grade 7 ______ Grade 9
______ Grade 8 ______ Grade 10
Lesson Design and Implementation

Directions: Please put a check mark before the following statements that describes your
teaching philosophy and strategies about differentiating instruction.
6. The instructional strategies and activities you employ respect students’ prior
knowledge.
______ Rarely Occurs _______ Sometimes Occurs
______ Often Occurs _______ Frequently Occurs
7. The lesson was constructed to center student’ involvement as an agent in the

learning environment.
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8. Your lessons encourage the use of problem-solving skills and value alternative
modes of investigation and search.
9. The focus and flow of the lesson is frequently concluded by ideas originating with
students.
Differentiated Instruction: An Analysis

10/ Assessment and instruction cannot be detached.
11. Paper and pencil tests is the best way of assessing student’s learning and
knowledge,
12. Variation of learning activities and tasks are observed.
13. Instructional decisions are influenced by students’ data and work samples.
14. Multi-sensory teaching approaches is utilized.

15. Curriculum implemented is developmentally appropriate and sequential.
Content
16. The lessons considers basic and fundamental concepts of the subject area.
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17. I foresee predicaments and problems that might happen during teaching the
curriculum.
18. Coherent conceptual understanding is being promoted in my lessons.
19. I have a clear view of the subject matter content embedded in the lessons.
20. My instructions are individualized as possible.
21. I am at ease with the content I teach.
22. I integrate other academic disciplines to my students’ learning through integrated
curriculum.
23. Meaning is being focused by my instructional strategies.
24. I demand my students’ to show ownership of their learning.
25. Instruction is individualized,
Procedures
26. I am familiar and informed about my students; personal background and learning
profiles.
27. I require student work.
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28. I believe that my students are more interested in learning when they are quiet.
29. I utilize power point presentations for my students.
30. I manage to use activity sheets.
31. I let my students to learn cooperatively.
32. Interdisciplinary units are affected by special education teacher’s expertise.
33. I use peer tutoring in my class.
34. My teaching strategies in response with my students’ needs.
35. I observe students’ taking notes while I’m having a lecture.
36. I let my students answer student worksheets.
37. I teach in the middle or roam around to reach the whole class.
Communication
38. I ask students to test their higher-level modes of thinking.
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39. The majority of my discussion is among the students.

40. Classroom discourse is often directed by students’ inquiries and comments.
41. I expect good performance for all my students.
42. I demand students to possess respect each others’ opinion.
43. I believe that my students can excel and that they are equal.
44. I use small groups for instruction.
45. I listen and believe to my students’ voice in the classroom.
46. I am informed about the developmental needs of my high school students.
47. Everyone in my class is given the opportunity to succeed.
48. Struggling students’ are assisted through peer tutoring.
49. I do pre-assessment activities to check students’ schema.
50. Regular education classrooms accept students with exceptional needs and
disabilities.
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51. I want an organized but chaotic classroom environment.

52. I teach to the CRCT.
53. My students’ beliefs and principles about learning is valued and considered.
54. I can be described as a teacher who listens.
55. I am a resource person, exerting effort to support and improve students’
investigation.
Please answer the following questions to supplement the data gathered.
1.What other teaching strategies assist students in exploring concepts taught in
lessons?
2. Do teachers differentiate activities or vary the tasks in a specific lesson?
3. Is differentiation effective in teaching English? Why or Why not?
68

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Immaculada Concepcion College

of Soldiers Hills Caloocan City, Inc.

DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH AMONG SELECTED

A Research Study Presented to the Faculty of

Immaculada Concepcion College

of the requirements for the Subject

Oligo, Ma. Elamae B,

This undergraduate thesis entitled “THE EFFECTIVENESS OF

PROF. GINA M. ALPARAN

PROF. GINA M. ALPARAN

Accepted in partial fulfillment of the degree of Bachelor of Secondary Education

DR. RAMONA A. PRADO

Dean, College of Education

TITLE: DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH AMONG

SELECTED TEACHERS IN TALA SCHOOL

RESEARCHERS: TABONARES, ERJEL E.

DEGREE: BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

ADVISER: GINA M. ALPARAN

and learning development.

results and recommendations for the betterment of their teaching styles.

1999 on Subban, 2007).

To differentiate instruction is to recognize students’ varying background

knowledge, readiness, language, preferences in learning and interests, and to react

responsively. Differentiated instruction is a process to teaching and learning for students

of differing abilities in the same class. The intent of differentiating instruction is to

information and making sense of ideas. Differentiated instruction is a teaching theory

of differentiated instruction requires teachers to be flexible in their approach to teaching

educators have recently identified differentiated instruction as a method of helping more

students as diverse classroom settings experience success.

The concept of differentiated instruction is originally based on the need for

education class. Differentiated instruction was and is best conceptualized as a teacher’s

tailoring instruction to meet her unique needs.

differentiated instruction will be applied to determine the effectiveness of differentiated

instructional in teaching diverse students.

As Tomlinson (2001) describes, “In a differentiated classroom, the teacher

anticipation of and response to student differences in readiness, interest, and learning

However, it does require a teacher to master a reasonable range of approaches to

teaching so most students find mastery of learning as often as possible. A teacher’s

response to varied readiness levels relates to a teacher’s professionalism. An expert

professional educator (Tomlinson, 2000). Educators who are responsive to the

learning styles, and instruction should be differentiated to take advantage of the

diversity, not ignore it” (Jackson & Davis, 2000).

There are many challenges for implementing differentiated instruction in today’s

provide learning environments and opportunities that exclude no child (Anderson,

classes (VanSciver, 2005), the implementation of differentiated instruction becomes

unsupportive admonitions (VanSciver, 2005), thus putting added pressures on the

teaching profession. These various challenges limit teachers’ abilities to achieve

teaching effectiveness in a classroom where differentiation becomes the center of the

benefit student learning, “research suggests the infeasibility argument is winning in

teachers’ struggles of conscience” (Tomlinson, 2002).

to instructing diverse students populations, both research and everyday observation

repeatedly disappointed by test scores indicating a shortfall in student achievement.

Teachers hold various misconceptions about differentiated instruction.

Tomlinson (2001) emphasized that differentiated instruction is not individualized

instruction, chaotic instruction, homogeneous grouping, or tailored instruction. In

addition, teachers can be skeptical of differentiated instruction believing that if

eventually fail to survive in the real world.

differentiated instruction include that differentiation is an approach only for students

with disabilities, to tack on adaptations to pre-developed lessons, to change pieces of

teachers from effectively implementing differentiated instruction and must be corrected

to differentiated instruction. Teachers need to be warned of the possible negative

consequences of adhering to the ineffective one-size-fits-all teaching that can result in

boredom for some students and failure for others.