Akademik Veri Yönetim Sistemi
Kastamonu Eğitim Dergisi, cilt.33, sa.3, ss.513-522, 2025 (Hakemli Dergi)
Purpose: This study investigates the foundational theoretical paradigms, methodologies, techniques, and characteristics of differentiated instruction, aiming to systematically evaluate its effectiveness in enhancing educational content and facilitating the learning process. It seeks to uncover how differentiation strategies contribute to student success and engagement by addressing diverse learning needs and preferences.
Design/Methodology/Approach: The research employs a descriptive study method to analyse differentiated instruction. It identifies key factors that influence its efficacy, focusing on instructional methods, process differentiation, and the consideration of individual readiness levels. The study draws on theoretical and practical insights to explore how these components work in concert to support student learning.
Findings: The findings reveal that differentiated instruction significantly enhances learning by aligning educational content with students' individual learning styles and preferences. By offering a variety of instructional methods, flexible teaching strategies, and tailored feedback, differentiated instruction fosters greater student motivation, engagement, and success. The study highlights the importance of addressing individual readiness levels and providing autonomy in learning choices to maximize educational outcomes.
Highlights: Differentiated instruction improves engagement by accommodating diverse learning modalities (e.g., visual, auditory, kinaesthetic, and textual). Tailored lesson plans and materials designed to match individual characteristics and readiness levels are crucial. Flexible teaching methods and varied content options enable students to make autonomous learning choices. Differentiation strategies address the unique experiences, prior knowledge, interests, and profiles of learners, enhancing overall motivation and success.