Assessing the Effectiveness of Differentiated Instruction Strategies in Diverse Classrooms

Ira Pasira

doi:10.55885/jerp.v2i1.151

Authors

Ira Pasira English Education, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar

DOI:

https://doi.org/10.55885/jerp.v2i1.151

Keywords:

Diverse Classrooms, Assessment, Instruction Strategies

Abstract

The purpose of this research is to evaluate the impact of the differentiation techniques for students with learning disabilities learning in integrated classrooms. In differentiated instruction, the teacher modifies or adapts the delivery of instructions while teaching to fit individual students needs, learning modalities, skills, and aptitudes, to effectively reach all the learners. The study employs formative assessment approaches whereby student learning is assessed during the course of the unit of study thus enabling instructors to make changes to their teaching methods where necessary. Information was gathered by using formative assessments like quizzes, exit slips and observations among others. The study proves that effective differentiation enhances the level of students interest, motivation and achievement. More particularly, strategies like flexibility of group, differentiation in assignments, and arrangement of classroom and its furniture were identified as more concrete which contributed positively to the students self efficacy, self-ability and self performance. Overall, the need to conduct assessments on the effectiveness of these instructional strategies and to make necessary changes is an important feature when implementing teaching and learning strategies in collaborative classroom setup’s that include students with Special Education Needs.

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