Supporting Kindergarten English Language Teachers through their Primary Journey in Differentiated Instruction
Keywords:
differentiated instruction, adaptive teaching, inclusive classroom, constructivism, English language, preschool
Abstract
This paper highlights the importance of differentiated instruction in a world where students of a wide variety meet. The educational system must equitably provide opportunities for challenged and challenging students to meet the same objectives through the use of different materials and approaches. Differentiated instruction (DI) is of four stages: (1) pre-assessing students for preferred learning style, interests, and entry levels, (2) planning for, (3) preparing various materials, and (4) continuous assessment of learners’ progress. Although teachers dread the demanding time to plan and are doubtful about the administrative support and availability of materials, starting with positive attitudes towards the change is a must. This study investigated teachers’ attitudes towards DI. A sample of 25 preschool teachers responded to a questionnaire and were observed in their classes, of which 12 English language teachers were interviewed as a follow up on their attitudes towards DI and its implementation. Results show that despite the positive attitudes teachers have towards DI, their implementation of it is not satisfactory.
References
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Arnaut, K., Blommaert, J., Rampton, B., & Spotti, M. (Eds.) (2015). Language and Superdiversity. London: Routledge.
Blecker, N.S. & Boakes, N.J. (2010). Creating a learning environment for all children: Are teachers able and willing? International Journal of Inclusive Education, 19(5), 435-447.
Bourke, R., Mentis, N., & Todd, L. (2011). Visibly learning: Teachers’ assessment practices for students with high and very high needs. International Journal of Inclusive Education, 15(4), 405-419.
Coelho, E. (n.d.) Differentiated instruction for English language learners. Ontario Institute for Studies in Education. University of Toronto.
Dack, H. (2019). The role of teacher preparation program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction. Teaching and Teacher Education, 78, 125-140.
Dack, H. (2018). Structuring teacher candidate learning about differentiated instruction through coursework. Teaching and Teacher Education 69, 62-74.
Denessen, E., & Douglas, A.S. (2015). Teacher expectations and with-in classroom differentiation. In C.M. Rubie-Davis, J.M. Stephens, & P. Watson (Eds), Routledge international handbook of social psychology of the classroom (pp. 296-303). Routledge.
Denuk, M.I., Smale-Jacobse, A.E., de Boer, H., Doolaard, S., & Bosker, R.J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiated practices in primary education. Educational Research Review, 24, 31-54. https://doi.org/10.1016/j.edurev.2018.02.002
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Gaitas, S., & Alves Martins, M. (2016). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5). https://doi.org/10.1080/13603116.2016.1223180
Gamoran, A., & Weinstein, M. (1995). Differentiation and Opportunity in Restructures Schools. Center on Organisation and Restructuring of Schools. Office of Educational Research and Improvement. Madison, WI. ED386828.
Gheyssens, E., Coubergs, C., Griful Freixenet, J., Engels, N., & Struyven, K. (2020). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383-1400. https://doi.org/10.1080/13603116.2020.1812739
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. National Center on Accessing the General Curriculum, US Office of Special Education Programs.
Heacox, D. (2014). Differentiating instruction in the regular classroom: How to reach and teach all learners. Free Spirit Publishing Inc.
Heritage. M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145. https://doi.org/10.1177/003172170708900210
Johnson, K., Hollinger, R., & James, L. (2021). Differentiating the kindergarten classroom. New Hampshire Journal of Education. https://nhascd.org
Karst, K., Bonefeld, M., Dotzel, S., Fehringer, B., & Steinwascher, M. (2022). Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension. Learning and Instruction, 79, 1-11. https://doi.org/10.1016/j.learninstruc.2022.101597
Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12. https://doi.org/10.1111/1467-8527.00275
Lopez, M. (2024). Differentiating Instruction in the Reading/ELA Classroom. https://www.onebilingualteacher.com/
Mayer-Smith, J., & Mitchell, I. (1997). Teaching about constructivism: Using approaches informed by constructivism. In V. Richardson (Ed.), Constructivist teacher education (pp. 135-152). Falmer Press.
McCrimmon, A.W. (2015). Inclusive education in Canada: Issues in teacher preparation. Intervention in school and clinic, 50(4), 234-237. https://doi.org/10.1177/1053451214546402
McManis. L.D. (2017). Inclusive education: What it means, proven strategies, and a case study. https://resilienteducator.com/
Parker, C. (n.d.). Differentiated Instruction: How to Use it in the ESL Classroom. https://englishclub.com
Pettig, K. (2000). On the road to differentiated practice. Educational Leadership, 58(1), 14-18.
Pham, H. (2011). Differentiate instruction and the need to integrate teaching and practice. Journal of College Teaching and Learning, 9(1), 13-20. https://doi.org/10.19030/tlc.v9i1.6710
Prast, E. J., van de Weijer-Bergsma, E., Kroesbergen, E. H., & van Luit. J. E. H. (2015). Readiness based differentiation in primary school mathematics: Expert recommendations and teacher self-assessment. Frontline Learning Research, 3(2), 90-116.
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.
Richards, M.R.E., & Omdal, S.N. (2007). Effects of tiered instruction on academic performance in a secondary science Course. Journal of Advanced Academics, 18, 424-453.
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: Development and validation of differentiated instruction scale. International Journal of Inclusive Education, 17, 1186-1204.
Smith, M. K. (2012). What is education? A definition and discussion. The encyclopedia of pedagogy and informal education. https://infed.org/mobi/what-is-education-a-definitionand-discussion/.
Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138-149.
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291301. https://doi.org/10.1016/j.tate.2017.06.020
Swennen, J. M. H., Lunenberg, M. L., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(6), 531-542.
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2014). The differentiated classroom: responding to the needs of all learners. ASCD, Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD, Association for Supervision and Curriculum Development.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.M., & Brimijoin, K. (2003). Differentiated instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119-145.
Tomlinson, C. A. & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom. Association for Supervision and Curriculum Development.
Understanding Differentiated Instruction: tailoring teaching for diverse learners. (2023). https://lessonbud.com/blog/understanding-differentiated-instruction-tailoring-teachingfor-diverse-learners/
Van Broekhuizen, L. (2012). Cognea Effective Learning Environments Observation Tool. eleot 2.0.
Van Geel, M., Keuning, T., Frèrejean, J., Van Merriënboer, J., Dolmas, D., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 1-17. https://doi.org/10.1080/09243453.2018.1539013
Van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and teacher education: leadership and professional development, 1, 1-11.
Vertovec, S. (2006). The Emergence of Super-Diversity in Britain. COMPAS WP-06-25. Centre on Migration Policy and Society.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123-138. https://doi.org/10.1080/13664530.2017.1338196
Williams, C. (2022). Differentiation strategies for ESL students. Center for Student Achievement Solution. www.studentachievementsolutions.com
Yazigy, A. (2024). Facilitating students’ learning through differentiated instructional strategies: Learner’s readiness, interests, learning profile. Preschool teacher training workshop. Central College Jounieh Library.
Yuen, S.Y., Leung, C.C.Y., & Wan, S.W.Y. (2022). Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong. International Journal of Educational Research, 115, 1-17. 102044.
Arnaut, K., Blommaert, J., Rampton, B., & Spotti, M. (Eds.) (2015). Language and Superdiversity. London: Routledge.
Blecker, N.S. & Boakes, N.J. (2010). Creating a learning environment for all children: Are teachers able and willing? International Journal of Inclusive Education, 19(5), 435-447.
Bourke, R., Mentis, N., & Todd, L. (2011). Visibly learning: Teachers’ assessment practices for students with high and very high needs. International Journal of Inclusive Education, 15(4), 405-419.
Coelho, E. (n.d.) Differentiated instruction for English language learners. Ontario Institute for Studies in Education. University of Toronto.
Dack, H. (2019). The role of teacher preparation program coherence in supporting candidate appropriation of the pedagogical tools of differentiated instruction. Teaching and Teacher Education, 78, 125-140.
Dack, H. (2018). Structuring teacher candidate learning about differentiated instruction through coursework. Teaching and Teacher Education 69, 62-74.
Denessen, E., & Douglas, A.S. (2015). Teacher expectations and with-in classroom differentiation. In C.M. Rubie-Davis, J.M. Stephens, & P. Watson (Eds), Routledge international handbook of social psychology of the classroom (pp. 296-303). Routledge.
Denuk, M.I., Smale-Jacobse, A.E., de Boer, H., Doolaard, S., & Bosker, R.J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiated practices in primary education. Educational Research Review, 24, 31-54. https://doi.org/10.1016/j.edurev.2018.02.002
Ford, K. (2012). Differentiated instruction for English language learners. Colorin Colorado: a bilingual site for educators and families of English language learners. www.colorincolorado.org
Gaitas, S., & Alves Martins, M. (2016). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5). https://doi.org/10.1080/13603116.2016.1223180
Gamoran, A., & Weinstein, M. (1995). Differentiation and Opportunity in Restructures Schools. Center on Organisation and Restructuring of Schools. Office of Educational Research and Improvement. Madison, WI. ED386828.
Gheyssens, E., Coubergs, C., Griful Freixenet, J., Engels, N., & Struyven, K. (2020). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383-1400. https://doi.org/10.1080/13603116.2020.1812739
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. National Center on Accessing the General Curriculum, US Office of Special Education Programs.
Heacox, D. (2014). Differentiating instruction in the regular classroom: How to reach and teach all learners. Free Spirit Publishing Inc.
Heritage. M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145. https://doi.org/10.1177/003172170708900210
Johnson, K., Hollinger, R., & James, L. (2021). Differentiating the kindergarten classroom. New Hampshire Journal of Education. https://nhascd.org
Karst, K., Bonefeld, M., Dotzel, S., Fehringer, B., & Steinwascher, M. (2022). Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension. Learning and Instruction, 79, 1-11. https://doi.org/10.1016/j.learninstruc.2022.101597
Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12. https://doi.org/10.1111/1467-8527.00275
Lopez, M. (2024). Differentiating Instruction in the Reading/ELA Classroom. https://www.onebilingualteacher.com/
Mayer-Smith, J., & Mitchell, I. (1997). Teaching about constructivism: Using approaches informed by constructivism. In V. Richardson (Ed.), Constructivist teacher education (pp. 135-152). Falmer Press.
McCrimmon, A.W. (2015). Inclusive education in Canada: Issues in teacher preparation. Intervention in school and clinic, 50(4), 234-237. https://doi.org/10.1177/1053451214546402
McManis. L.D. (2017). Inclusive education: What it means, proven strategies, and a case study. https://resilienteducator.com/
Parker, C. (n.d.). Differentiated Instruction: How to Use it in the ESL Classroom. https://englishclub.com
Pettig, K. (2000). On the road to differentiated practice. Educational Leadership, 58(1), 14-18.
Pham, H. (2011). Differentiate instruction and the need to integrate teaching and practice. Journal of College Teaching and Learning, 9(1), 13-20. https://doi.org/10.19030/tlc.v9i1.6710
Prast, E. J., van de Weijer-Bergsma, E., Kroesbergen, E. H., & van Luit. J. E. H. (2015). Readiness based differentiation in primary school mathematics: Expert recommendations and teacher self-assessment. Frontline Learning Research, 3(2), 90-116.
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.
Richards, M.R.E., & Omdal, S.N. (2007). Effects of tiered instruction on academic performance in a secondary science Course. Journal of Advanced Academics, 18, 424-453.
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: Development and validation of differentiated instruction scale. International Journal of Inclusive Education, 17, 1186-1204.
Smith, M. K. (2012). What is education? A definition and discussion. The encyclopedia of pedagogy and informal education. https://infed.org/mobi/what-is-education-a-definitionand-discussion/.
Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138-149.
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291301. https://doi.org/10.1016/j.tate.2017.06.020
Swennen, J. M. H., Lunenberg, M. L., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(6), 531-542.
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2014). The differentiated classroom: responding to the needs of all learners. ASCD, Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD, Association for Supervision and Curriculum Development.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.M., & Brimijoin, K. (2003). Differentiated instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119-145.
Tomlinson, C. A. & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom. Association for Supervision and Curriculum Development.
Understanding Differentiated Instruction: tailoring teaching for diverse learners. (2023). https://lessonbud.com/blog/understanding-differentiated-instruction-tailoring-teachingfor-diverse-learners/
Van Broekhuizen, L. (2012). Cognea Effective Learning Environments Observation Tool. eleot 2.0.
Van Geel, M., Keuning, T., Frèrejean, J., Van Merriënboer, J., Dolmas, D., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 1-17. https://doi.org/10.1080/09243453.2018.1539013
Van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and teacher education: leadership and professional development, 1, 1-11.
Vertovec, S. (2006). The Emergence of Super-Diversity in Britain. COMPAS WP-06-25. Centre on Migration Policy and Society.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123-138. https://doi.org/10.1080/13664530.2017.1338196
Williams, C. (2022). Differentiation strategies for ESL students. Center for Student Achievement Solution. www.studentachievementsolutions.com
Yazigy, A. (2024). Facilitating students’ learning through differentiated instructional strategies: Learner’s readiness, interests, learning profile. Preschool teacher training workshop. Central College Jounieh Library.
Yuen, S.Y., Leung, C.C.Y., & Wan, S.W.Y. (2022). Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong. International Journal of Educational Research, 115, 1-17. 102044.
Published
2024-11-06
How to Cite
Yazigy, A. J. (2024). Supporting Kindergarten English Language Teachers through their Primary Journey in Differentiated Instruction. European Journal of Science, Innovation and Technology, 4(5), 107-125. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/538
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Copyright (c) 2024 Amal J. Yazigy
This work is licensed under a Creative Commons Attribution 4.0 International License.
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