International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Advancing Educational Effectiveness with Differentiated Instruction-From Theory to Practice

Author(s) Revati N, Ph.D.
Country India
Abstract Differentiated instruction has become increasingly essential in higher education due to the diverse backgrounds and prior knowledge of students. Unlike the learning styles theory, which advocates aligning teaching methods with individual learning preferences, differentiated instruction focuses on strategies backed by credible evidence. Recent research has debunked the effectiveness of learning styles theory, highlighting its lack of scientific validation and its contribution to the persistence of myths in educational psychology. This paper highlights the importance of addressing students’ readiness levels as a cornerstone of differentiated instruction, rather than relying on unproven preferences or learning styles. It also explores strategies for implementing differentiated instruction effectively. These include assessing student readiness, adjusting instructional content, processes, and outcomes, and fostering collaborative and autonomous learning environments. The paper concludes with an emphasis on integrating teaching practices with real-world applications. When executed effectively, differentiated instruction represents a progressive pedagogical approach that fosters practical learning and transformative knowledge acquisition. By adopting this approach, institutions can enhance their educational effectiveness and prepare students to navigate the complexities of a globalized world.
Keywords Differentiated instruction, learning styles, student readiness, teaching and practice integration.
Field Sociology > Education
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-12-25
DOI https://doi.org/10.36948/ijfmr.2024.v06i06.33812
Short DOI https://doi.org/g8w2v5
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E-ISSN 2582-2160
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