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Differentiated Instructions for High Ability Diverse Learners in a Regular Classroom: A Case Study in an Independent School

Project Type: Academic Research
Discipline: Others - Professional Development

Duration: 07/2014 - 11/2015
Domain: Pedagogical Approaches

Abstract:


This exploratory study seeks to develop an understanding on how teachers plan and implement differentiated instruction to address the needs of high ability diverse learners in a regular classroom. This study seeks to gain insight into teachers’ understanding on differentiated instruction, the enablers and their challenges faced when implementing it.

Using a qualitative case study research design, teachers’ understanding on differentiated instruction was investigated through one to one interviews, lesson observations and document analysis. A document analysis was undertaken of the school’s professional development plans. By gaining insights into the actual implementation of differentiated instruction for high ability learners, school administrators and professional development department will understand how teachers use differentiated instruction. The findings will provide input to the professional development department to address concerns and challenges that teachers might face and support teachers in developing competency in differentiated instruction. This research would also attempt to develop and establish baseline standards for differentiated instruction and provide input for benchmarking so that there will be standardized teacher expectations on the implementation of differentiated instruction.

Research Personnel:


Role Name Department
Investigator Ms Tan Yen Chuan PeRL
Investigator Mr Azahar Md Noor
PeRL
Advisor Mrs Mary George CheriyanPeRL

Findings from this project were not released due to the confidential nature of some areas.