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Chapter 1

THE PROBLEM AND RELATED LITERATURE

Introduction

Our world is changing, and in order to prepare our children for this new world we need to

change the way we educate them. In the 21st century, educators must create a curriculum that

will help students connect with the world and understand the issues that our world faces.

Classrooms are full of diverse learners in this second decade of the 21st century, both

culturally and linguistically (Gregory & Chapman, 2013). Diversity is common in every classroom,

and in each room, we can find distinctive perspectives and characteristics of young individuals

ready and willing to learn, and teaching diverse students is always a great challenge to every

educator. It is very crucial to the teachers to be mindful on how the students learn best in order

for them to satisfy the needs of their diverse students (Gregory & Chapman, 2013). Teaching

students that possess individual differences and with the variety of learning styles really a big

responsibility of the teachers that need to develop and enhance.

Today’s student population is rapidly becoming more culturally, linguistically, ethnically,

and economically diverse. Educators of today face considerable challenges meeting the

requirements of standards-based reform and the needs of all learners in the classroom. Coupled

with the rise in student diversity is a disproportionate achievement gap between mainstream and

diverse learners.

Schools in the 21st century will become nerve centers, a place for teachers and students

to connect with those around them and their community. Teachers in this new environment will

become less instructors and more orchestrators of information, giving children the ability to turn

knowledge into wisdom.

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In order to educate in the 21st century, teachers and administrators need to cultivate and

maintain the student's interest in the material by showing how this knowledge applies in the real

world. They must also try to increase their student's curiosity, which will help them become lifelong

learners. Next they should be flexible with how they teach and give learners the resources to

continue learning outside of school.

There are many skills that children will need in order to be successful in the 21st century.

Here are a few of the most important 21st century skills: ability to collaborate or work in teams,

critical thinking skills, oral presentation skills, written communication skills, ability to use

technology, willingness to examine civic and global issues, ability to conduct research to learn

about issues and concepts and chance to learn about new career opportunities.

In the ideal 21st century classroom, kids are actually excited about going to school, and

there are little or no discipline problems because everyone is eager to learn. In this type of

classroom activities and lessons are related to the community, whether local or global. Students

collaborate with people from different schools and different countries to learn about issues that

affect us all, as well as how we can solve them today and in the future.

The curriculum in the classroom is designed to incorporate many skills and intelligence

levels, and makes use of technology and multimedia. The lessons are not based on textbooks,

instead they are project based. Skills and content are learned through their research and projects,

and textbooks are provided as one of many possible resources.

Part of all schools and schooling systems’ role is to futuristically prepare and train all

learners in their chosen field of work, integrating science learning as an essential tool not only

inside the classrooms but as well as in the society in general (UNESCO 2010).

In America, former United States President Barack Obama (2009) states that to overcome

financial crisis, the country must increase its scientific ability and improve the quality of science

education. Thus every society must take actions on scientific and technological education for the
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betterment of the future citizens. It is a global issue that must be addressed to increase the interest

of students in science (Obama 2009).

In his lectures at the University of Montreal in 2008, John Daniel of UNESCO stressed that

education is the way for the development of all and in particular for the development of less

developed countries. Considered to be one of the most influential economies in the world, United

States have a shortfall of three million Science, Technology, Engineering and Mathematics

(STEM) workers as calculated by the U.S. Bureau of Labor Statistics as of April 2017.

The Philippines is still considered as a developing country. In order to meet the great

demands of global competition and to strengthen the economy, the Philippines must increase its

action on improving the science education. The Commission on Higher Education (CHED,

November 2017) reported that only 1.17 percent of the total number of graduates in 2014 took

courses in the field of natural sciences. This report translates the need to increase the interest

and awareness of students in science, in particular to biology education in boosting the number

of biology-related workers in the country.

Educators should consider the academic differences of the learners to help them integrate

the content of the curriculum to their own lives and modify the complexity of instruction so all

students experience learning success thus, making learning meaningful and interesting to them

(Green, 1999 on Subban, 2006). Having diverse classroom and teaching diverse students will

help discover the many benefits and learning opportunities both for the students and the teachers.

The philosophy of differentiation is based on some grounds. First, students of the same

level and age are different in their readiness, styles of learning, interests, experiences and life

circumstances. It is a method in teaching in which teachers have to know their students’ levels

and needs. After that stage, teachers tailor their teaching procedures to fit the individual needs of

each learner in the class. There are many ways teachers can differentiate such as putting students

in small groups or with each student (Tomlinson & Imbeau, 2010).

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It must be well understood that in all classroom set-ups, no two students learn in the same

manner or in the same time span. As such, an enriched condition for one is not necessarily

enriched for another as expressed by Diamonds in 2013. This adage displays the heterogeneity

of students in a single classroom setting as students greatly vary in cognitive abilities, background

knowledge, and learning preferences.

The alarming Trends in International Mathematics and Science Study (TIMSS, 1999-2003)

result for the Philippines has made a negative impact on the country’s educational system. In

1999, Philippines ranked third from the bottom (345). The two lower countries were Morocco (337

and South Africa (275). For science, the same pattern emerged. In 2003, the international average

score is 495. The Philippines was again third from the bottom (358); only Morocco (347) and

Tunisia was lower. The country however, did not participate in the most recent testing held last

2007 and 2011.

REVIEW OF RELATED LITERATURE

The purpose of this study is to investigate the potential effectiveness of the use of

differentiated instructions in teaching science.

An important goal if not the most important goal, for science teacher education, if not the

most important goal, is to acquire knowledge of science teaching pedagogy. Toward this end

most any K-8 teacher education program will include a science methods course. With regard to

learning the pedagogy of science teaching, such courses commonly feature readings,

observations of science teachers (live or by film), micro-teaching, and the practice writing of

science lesson plans. It follows that the assessment of pre-service teachers’ acquisition of

pedagogical knowledge of science teaching is commonly done by evaluating the science lessons

they have constructed, where they have the opportunity to demonstrate their knowledge of

science teaching pedagogies. Given the broad range of topics typically found in K-8 curricula, and
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the time limitations of a college course on science methods, observing films of practicing teachers

or constructing science lesson plans can touch on only a fraction of the science topics potentially

taught across the K-8 grades. Take for example the idea of teaching science by inquiry. In any

science methods course, at best students will see inquiry instruction applied to only several

science topics. One has to wonder how far these teachers will be able to transfer their knowledge

of inquiry instruction based on such limited exposure. We know from cognitive studies the transfer

of knowledge best occurs when the learner sees knowledge applied in various situations

(Donovan & Bransford, 2005).

One of the hardest things to do is to treat students differently according to their needs. It

goes against our every nature. We are programmed to treat each child the same as we would

treat any other child. No child deserves special privilege, nor does any child deserves less

attention- regardless of race, gender or academic ability. It grates on our nerves when that know-

it-all student who always sits in the front row always demands time to show off. It frustrates us to

no end when the student in the back of the class makes rude noises and refuses to stay on task

(Johnson, 2009).

Nonetheless, parallel studies have been conducted in diverse parts of the world showing

how differentiated instruction addresses this concern in different learning areas. Researchers at

The National Center on the Accessing the General Curriculum define differentiated instruction

(DI) as a process to approach teaching and learning for students of differing abilities in the same

class. The intent is to maximize each student’s growth and individual success by meeting each

student where he or she is rather than expecting students to modify themselves for the curriculum

(Hall, 2002).

Differentiating instruction means that you observe and understand the difference and

similarities among students and use this information to plan instruction. It is the principle of

adjusting your lesson plans to target the individual learning styles of all students in a classroom.
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According to Grant Wiggins and Jay McTighe, authors of the seminal teaches’ handbook on

differentiating instruction, “Understanding by Design,” differentiated instruction is a contemporary

pedagogical practice opposed to traditional philosophies that conceived of students as more

vessels into which teachers pour knowledge. Differentiated instruction practices conceive of

students as individual, shifting, sentient beings that play as much as a part in their reception of

knowledge as you play in the conveyance of knowledge and the guidance towards knowledge.

Differentiated Instruction

Differentiated instruction is an approach that assumes there is a diversity of learners in

every classroom and that all learners can be reached if a variety of methods and activities are

used. Differentiated instruction is a way of diagnosing the needs of individual students and making

accommodations in the classroom to meet their needs. All students are not alike, that is, students

learn in different ways and at different rates.

Based on this knowledge, differentiated instruction applies an approach to teaching and

learning that gives students multiple options for taking in information and making sense of ideas.

Differentiated instruction is a teaching approach based on the premise that instructional

approaches should vary and be adapted in relation to individual and diverse students in

classrooms. The model of differentiated instruction requires teachers to be flexible in their

approach to teaching and adjust the curriculum and presentation of information to learners rather

than expecting students to modify themselves for the curriculum (Tomlinson, 2003). Based on the

idea that a change in instructive approaches can help overcome the ineffectiveness of educational

systems and their malfunction in corresponding to students’ needs, there is need to investigate if

using the teaching learning approach of Differentiated instruction could improve students’

achievement in sciences in junior high school students (Rojo, 2013).

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The Importance of Differentiated Instruction in Any Learning Circumstance

Differentiated instruction excites the brilliant student to uncover deeper layers of learning,

while simultaneously structuring curriculum to support lower level students or students with

learning disabilities-both identified and unidentified.

A child cannot learn a la “carte”. In too many ways of society, we expect a child to learn

the same material-the same way- as the same pace as other children. Given that educators face

overwhelming odds with average size of the classroom with expanding number of students,

differentiated instruction takes on an even more prominent role in educational instruction. What

gets lost in transition as a child’s learning style and capacity to succeed.

Differentiated Instruction in Other Learning Areas

A study in 2007 conducted in Hale Kula Elementary School in Wahiawa, Hawaii

successfully reported dramatic increase in state assessment scores giving a mean gain of 205.1

Lexie Points in reading comprehension which made the highest Lexile gains in all of Hawaii.

Curriculum, instruction, and assessments are all aligned to Hawaii State Content and

Performance Standards. Hawaii’s assessment test, the Hawaii State Assessment (HAS), is

moving towards new, higher standards. While in 2016, Hawaii schools were required to be 44%

proficient in language arts; in 2007, schools must meet 55% proficiency. Hale Kula needs a way

to increase language arts proficiency to achieve the increasing required HAS proficiency rates.

The program integrated the differentiated materials and articles provided to the students. Articles

were designed to allow each student to read about the same content at his or her own level, but

still be able to fully participate in a class discussion about the topic. Also to be mentioned is the

maintainable laboratory schedule and the e-mail system which not only would be able to e-mail

their classmates and participate critical technology and writing skills, but teachers could use the
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closed e-mail system to provide additional enrichment and assignments customized for individual

students.

In the Tucson Unified School District in Arizona, where 61% of the student population

speaks Spanish, school officials needed a dual-language reading and writing solution that would

work for every learner – regardless of his or her reading ability. The achievement gained by the

students after just one year were “phenomenal,” according to one school official. The greatest

improvements came from struggling readers who were two or more levels below their grades.

Significant improvements also occurred for 3rd and 7th graders as they exceeded expected Lexile

gains. In addition, 7th- and 8th- grade students averaged gains in reading and vocabulary that were

triple the norm.

Another study supporting the idea of differentiated instruction is the study conducted in

2007 by Terrel in Georgia. In this study, the researcher linked the idea of DI to help students

struggling with mathematical concepts. The study explored how differentiation aids students in

mathematics as well as investigated how specific strategies affect student achievement. Two

group of twelfth grade students were studied at a public school in rural Georgia. The first group

was taught in a conventional teacher-centered fashion while the second group was taught using

various differentiation techniques. Generally, the results of this study revealed that differentiation

did have an impact on student learning.

Moreover, Saldanha in 2007 prompted a research study that examined the question:

“Differentiated Instruction in Science: What is the effect on student achievement in science and

their attitude towards it?” the thirty-five students shared their feelings towards the different

strategies in the instruction of science used by the high school science teacher. The method used

for this research was a posttest design comparing two different methods – posttest review of

achievement scores following the students’ completion of a topic with laboratories and quizzes.

The results of conventional versus differentiated instruction using a 0ne tailed t-test for correlated
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samples indicated that there was an improvement where the students were given differentiated

instruction. In addition, students like the differentiated instruction better.

Techniques for Differentiated Instruction

In Michigan, a study conducted by Koeze in 2007 proved the impact of DI on student

achievement. The intent of her study entitled “Differentiated Instruction: The Effect on Student

Achievement in an Elementary School”, was to investigate the best practices of teaching and

learning and to get into classroom to see what was really happening that promoted student

learning. The study examined seven fourth grade classrooms. Through the use of quantitative

and qualitative data gathering, patterns emerged in support in support of the differentiation

variables that had a positive relationship to student achievement. For the researcher, this study

clarified the components of differentiation that enhanced both student learning and satisfaction in

the classroom. Findings also suggested that the differentiation strategies of choice and interest,

play a vital role of achievement and student satisfaction in learning. Findings suggested that

teachers just beginning differentiation should first administer a learning styles inventory to their

students. The administration if this inventory will provide the teacher with the necessary

information to differentiate for choice and interest, two manageable techniques with which to begin

differentiation.

It was also stated in a journal article/descriptive report by Lawrence-Brown (2004) that with

suitable supports, including differentiated instruction, students ranging from gifted to those with

significant disabilities can receive an appropriate education in general education classrooms.

Tools such as assistive technology, manipulatives, visual aids, personal assistance from either a

peer or adult and a method such as; emphasizing key concepts, providing clear expectations,

breaking down specific concepts and making connections are ways that students who require

more can succeed. By providing students additional supports aside from just using books of the
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appropriate reading level, students with special needs are able to achieve the high goals and

standards.

Aspects of Diversity

Language, age, tradition, gender, ability, disability, interest, talent, heritage, ethnicity and

religion are just few of many forms of diversity that we see in the world around us. This colorful

mixture of humanity is not limited to particular continents, countries or even cities. We see diverse

populations everywhere and today’s classroom is no exception to this trend. Each day and every

student, no matter the grade level or location, has varying abilities, interests and needs. Cultural

aspects are also represented by each student as well, such as language, values and traditions.

With such a variety seen in the demographic of student populations, the utilization of one teaching

method is not adequate. A diverse group of students requires a variety of teaching and learning

strategies which address the varying needs in each classroom.

According to Levy in 2008, differentiated instruction is outlined to assist teachers “meet

each child where they are when they enter class and when they move them forward as far as

possible on their educational path” (Levy, 2008; pp. 161-164). By acknowledging and maintaining

a culturally diverse environment, addressing differing abilities, styles and interests, as well as

implementing additional supports, differentiation accomplishes the task of providing every student

an individualized education that will help them achieve the goals and meet the standards that

have been set.

Cultural differences extend beyond a student’s language or religion. Values assumptions

and interpretations of those assumptions may vary from culture to culture and are issues that

impact the way that information is learned (Cifuentes&Ozel, 2006). For example, a story was

given about an American giving a presentation in Germany. The presentor had his hand in his

pocket and opened a speech with a joke. It is seen in German culture as disrespectful to greet
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even your friend with your hand in your pocket, and jokes are reserved for informal gatherings.

Although this example is not in traditional classroom setting, it is applicable to such.

Understanding different values within a culture, assist in communication among individuals who

do not belong to the same culture. When in classroom, teacher must create an environment that

provides learners a place specially negotiates meaning; to discuss, interact and even repair

understanding in order to explain ideas (Cifuentes & Ozel, 2006).

Once a diversity trait has been identified and acknowledged, education can then create

methods that address such cultural factors impacting instructional design (Cifuentes & Ozel,

2006). Businesses market their product and services to an appropriate demographic, for example;

one would probably not hear a commercial for an upcoming cage fight on the easy-listening

station, much like commercial for hair and nail salon would not be featured on a hard rock and roll

station. Localization of instruction is just as necessary. For example, when teachers set up

classroom website, it is important to know, much like in advertising, who is the audience.

Language formality of word choice and picture chosen for the site are all factors that must be

addressed to stay aware of a variety of backgrounds and attitudes that both students and parents

bring to the classroom atmosphere. “When instructional environments do not acknowledge

cultural differences, instruction can be ineffective, and even effective instruction will be

underused” (Cifuentes&Ozel, 2006; pp. 14-21). If cultural differences are not recognized,

understood and respected, it can make the learning process impossible.

Differentiated instruction’s foundation maybe the simple understanding of the student’s

diverse background, where educators were able to gain a comprehension of who their students

are as people. However, the heart of differentiated instruction is to know and address the varying

learning abilities, styles and interests of every student. Levy (2008; p.161-164) once wrote, “ Every

teacher who has entered into a classroom has differentiated their instruction in one way or

another.” Allowing more student’s time to finish an assignment, giving choices of which book to
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read and mixing the different types of assignments given throughout the week, Levy remarks, are

all ways to differentiated instruction, however they are not individually responsive to student

needs. Educators must be flexible in order to create such a learning environment. Differentiated

instruction allows all students to access the same classroom instruction curriculum by providing

entry points, learning tasks and outcomes that are tailored to students’ needs (Hall, Strangman &

Meyer, 2003). Differentiated instruction is not a simple strategy, but rather an approach to

instruction that incorporates a variety of strategies.

Differentiated Instruction through Conceptualization

According to Tomlinson’s DI model, all students vary in three fundamental ways: their

readiness, interests and learning profiles. Tomlinson (1999) posits that these factors are important

for teachers to recognize when providing instruction, as they influence how students make sense

of new information. Students’ readiness is defined by their natural ability to make sense of new

information. Students with less developed readiness levels require additional support to foster

their understanding and fill in knowledge gaps, while advanced students need extension via more

complex activities that facilitate deeper learning (Tomlinson, 2003b).

Teachers may also differentiate for students based on their interests or curiosity about

certain topics (Tomlinson, 2003b). Considering students’ interests is a critical factor in engaging

students in what they are learning, as students’ enjoyment of a topic helps to foster and sustain

their motivation for learning, particularly if the content or task is otherwise challenging for them.

A third way that teachers may differentiate instruction is based on students’ specific

learning profiles, which takes into account the way that students learn best (Tomlinson, 2003b).

Learning profiles are comprised of a myriad of factors that influence students’ learning

preferences, such as group-work or independent settings, noise level, and the way that students

prefer to present their understanding of the subject, such as through writing, speaking or artistic
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representation. Students’ learning profiles may be influenced by age, gender and cultural factors,

however as each student is unique, their learning profile is also unique; teachers must understand

that what works for one student may not necessarily work for another. In order to differentiate

instruction for students with a variety of interests and learning needs, Tomlinson (1999) posits

that teachers must adapt the curricular elements, content, process and products, according to

students’ readiness, interests and learning profiles.

When differentiating the content in a lesson, teachers adjust the curriculum to match 26

students’ ability levels. Differentiating content allows teachers to increase or decrease the

complexity of the curriculum, in relation to students’ understanding of the subject (Tomlinson,

2003b). It is important to note, however, students are required to meet certain learning goals in

each grade, thus adjustments to the content itself are usually minimal, unless absolutely

necessary (ie: if the content is far too easy or too difficult for students to grasp). Teachers may

also differentiate the content by adjusting the means through which students gain access to the

information, by using visual aids, manipulatives, audio-recordings and additional texts.

Teachers may also differentiate instruction through the process. In the process, students

draw on key skills to make sense of the central ideas of the lesson, such as activities and short

assignments that allow students the opportunity to make sense of what they have learned

(Tomlinson, 2003b). When differentiating the process, teachers adjust the means through which

students make sense of the information, according to students’ learning needs and abilities.

Teachers can differentiate the process through learning centres or manipulatives to allow students

the opportunity to choose how to make sense of their newly acquired knowledge (Tomlinson,

2003b).

The final way that teachers may differentiate instruction is through the product. The product

of a lesson is a vehicle through which students demonstrate their knowledge and understanding

of the information, such as assignments, projects or tests (Tomlinson, 1999). Typically, products
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are larger pieces of work than the activities completed during the process. Students usually begin

working on products at the end of a unit or a significant segment of learning, to demonstrate the

knowledge they attained or skills they learned over the course of the unit (Tomlinson, 2003b)

When differentiating instruction, teachers must also take several other factors into 27

account, such as grouping arrangements, materials and time (Tomlinson & Eidson, 2003).

Teachers are encouraged to consider how they might arrange the class to provide optimal

learning for each student. As some students may work or learn better in groups, and other

students work best individually, teachers will need to take such circumstances into consideration

during planning. An additional consideration involves the material selection, which will enable

students to best make sense of, and demonstrate their understanding of, new ideas, as well as

jagged timeframes, as some student may require more time to complete activities than others

(Tomlinson & Eidson).

It is also important to note that many students’ needs may vary according to the subject or

topic; a student that requires additional support in one area may not need it for another (Lawrence-

Brown, 2004). Furthermore, some students may work better in groups for some assignments, and

work better independently during others. In addition, some students may need extra time to

complete certain activities, but not others. As these factors vary, depending on students’ needs,

teachers must be flexible and adapt each aspect to support the learning needs of individual

students as required.

Barriers to Implementing Differentiated Instruction

The numerous barriers that challenge the successful implementation of DI in classrooms

is a recurring theme that emerged in the examined literature about differentiation. As

acknowledged by Tomlinson (2005b), while many teachers recognize that DI and responsive

teaching are beneficial to students, they often believe it is not feasible for them to implement this
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type of instruction in their classrooms. Holloway (2000) concurs with this belief, and identifies

several barriers that teachers often face when initiating a DI curriculum, including minimal

planning time, unsupportive administration and a paucity of necessary materials, all which make

implementing DI a significant challenge.

Another common barrier to DI is the heavily standardized curriculum, which puts teachers

under tremendous pressure to teach to the curriculum, rather than to students’ needs (Tomlinson,

2000). One of the most challenging issues facing teachers at present is the need to meet high-

stakes accountability standards while addressing the individual needs and strengths of diverse

learners (McTighe and Brown, 2005). According to McTighe and Brown (2005), the discord

between teaching to the curriculum and meeting students’ needs is largely a result of school

districts’ and educators’ responses to the No Child Left Behind Act (NCLB, 2002), as across the

United States, state and district efforts to meet the goals of the NCLB have resulted in teaching

practices conflicting with requirements for fostering genuine student engagement, understanding,

and long-term academic achievement.

For example, the British Columbia Language Arts IRP states “when selecting specific

topics, activities, and resources to support the implementation of [the curriculum], teachers are

encouraged to ensure that these choices support inclusion, equity, and accessibility for all

students” (BC Ministry of Education, 2007, p. 12). The BC curriculum also affirms that “most of

the Prescribed Learning Outcomes and Suggested Achievement Indicators … can be met by all

students, including those with special needs and/or ESL needs. Some strategies may require

adaptations to ensure that those with special and/or ESL needs can successfully achieve the

learning outcomes.” (BC Ministry of Education, p. 12) This suggests that while teachers may

certainly feel pressured to adequately cover the material outlined in the curriculum in order to

prepare students to complete the standardized tests and ascend to the next grade, teachers may
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not understand how to balance teaching the curriculum while using DI, and thus simply believe

that they cannot do both.

This possibility is acknowledged by Page (2000), who states that the lack of knowledge

and expertise in how to use DI often inhibits teachers from attempting to use differentiation as a

teaching strategy. As Tomlinson (1995) notes, asking teachers to shift from a one-size-fits-all

classroom to a classroom that accommodates the learning needs and styles of academically

diverse learners is frightening to many teachers, as it indicates a major change in teaching

practices. Many experienced teachers have already developed a collection of lesson plans and

activities they believe are successful and effectively teach the curriculum, and thus, are hesitant

to begin teaching in a manner that is completely foreign to them (Tomlinson, 2005b). Furthermore,

many teachers believe that implementing a new manner of instruction requires a 17-great deal of

effort to put into practice, as they must plan new lessons and adapt their teaching style to

accommodate differentiation (Holloway, 2000).

Each of the barriers outlined above present significant challenges to teachers and often

inhibits the successful use of differentiated instruction in the classroom. Moreover, such barriers

may prevent pre-service teachers, who are trained to use DI during their teacher education

training, from using DI once they begin teaching in their own classrooms. Holloway (2000)

acknowledges this trend and states that the majority of teachers’ use of DI is diminished as a

result of their student teaching experiences, and the expectations of pre-service teachers to

conform to the teaching style of their supervising teacher. Consequently, very little of the training

pre-service teachers receive about DI reaches the classroom of full-time teachers. Tomlinson

(1999) shares Holloway’s view, as she also found that once pre-service teachers begin teaching,

they are often pressured to conform to the teaching methods used by other teachers in the school,

rather than adhere to instructional approaches learned during their education training.
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In addition, Tomlinson (1999) states that when beginning their teaching careers, preservice

and novice teachers were often dissuaded from providing differentiated instruction and instead

advised to ‘teach to the middle.’ Tomlinson (1999) also identifies the limits of teacher education

training as a barrier for DI, as she posits that many teacher educations programs do not

adequately prepare pre-service teachers for teaching students with a diverse range of needs

(Tomlinson et al., 2003). As Tomlinson and her colleagues (2003) assert, pre-service teachers

often do not receive sufficient training in using DI, nor is there sufficient emphasis on how to teach

students with exceptionalities.

For all teachers, the act of differentiated instruction by targeting every learner is an

immense planning challenge. The challenge can be seen as significant gained to the experienced,

veteran teachers, as it shows them an opportunity to tweak curriculum that may have gotten stale

or repetitive as time wore on. On the other, inexperienced, novice teachers are often overwhelmed

with the amount of responsibility they have before considering the additional challenge of

differentiating their lesson plans. Consequently, the difficult task of targeting every learner with a

lesson plans with which the teacher is unfamiliar is a daunting and profound disadvantage.

It should be noted in the light of differentiated instruction that it is hard to implement this

method of instruction in a classroom of over 20 students. The value of this teaching style lies in

the grouping of students by academic ability and need. The ideal size for learning group is three

to five, no more than seven. Therefore, a class of 30 students would necessitate four or more

groups, which is hard to manage and teach effectively. Class sizes should be kept as small as

possible. With large class, it is difficult for the teacher to give proper attention to individuals if there

are too many students in the need of attention; neither should a class be so small as to inhibit the

establishment of a sense of community in the classroom.

Differentiated instruction also requires that a variety of materials and resources be

available for students with different learning styles. For example, some students may learn a skill
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by practicing at a website, some may need to learn through the use of manipulative and hands-

on activities, and others may need to see a videotape of a skill being practiced. Whatever the

method, these strategies require that a teacher have a great number of available resources.

Schools in low socioeconomic areas may not have the advantage of these assets because of

financial concerns in their district and state.

From the information provided thus far, differentiated instruction is the opportunity in which

a student gets compatible with the way the lessons are taught by first considering the group where

the student belongs. When a learning task are consistently too easy, it results to boredom. Both

boredom and anxiety inhibit a student’s motivation to learn, and – eventually – harm achievement

as well. Differentiated instruction helps teachers avoid student anxiety and boredom that can be

evident in one-size-fits-all curriculum (Foucault, 20018). However, certain problems might arise

in the use of differentiated instruction. These drawbacks must then be studied and taken into

consideration to maximize the advantages of this instructional strategy. This study does not insist

on the idea that differentiated instruction alone is best for teaching Science; it simply presents an

alternative way of teaching the subject that would be beneficial to both teachers and students. It

must also be understood, that as front liners of this noble profession, we have the arsenal of

strategies to which we can draw from and use these depending on the situation and the kind of

students we have in the classroom.

Suggestions for Successful Implementation

Despite the numerous obstacles that exist in schools and classrooms, which challenge the

use of DI, advocates of differentiated instruction fervently believe that DI is a worthwhile teaching

approach that is essential for accomplishing successful learning in heterogeneous classrooms

and the results of DI on students’ performance and academic achievement are worth the effort

(Tomlinson, 1999; George, 2005; Tobin & McInnes, 2007). However, as acknowledged by George
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(2005), every educator knows how hard it is to change the way one teaches, and moving from

total reliance on whole-class instruction to effectively differentiating instruction will require more

than wishful thinking or traditional staff development. So, how can teachers overcome the barriers

to DI, in order to successfully implement a differentiated curriculum in their classrooms?

Tomlinson (1999) recommends that teachers should start small when beginning the

differentiation process. Tomlinson (1999) also suggests that rather than attempting to differentiate

everything at once, which will inevitably lead to frustration and failure, teachers should focus on

a few things to differentiate well. For example, teachers may choose to create one differentiated

lesson for every unit they teach. Teachers can also begin to differentiate by offering students

more choices in their learning; such as by allowing students to choose reading materials and work

products that suit their abilities and interests (Tomlinson).

Tomlinson (1999) also encourages teachers to reflect on the strategies they try and

consider how well they worked, as well as how they may be improved. If teachers make an effort

to pay attention to students’ learning styles and interests when planning lessons, and develop

differentiated routines and procedures in a methodical and conscientious way, differentiation will

become a way of life.

Tobin and McInnes (2007) emphasize that teachers interested in implementing

differentiated instruction require information and reflective coaching from experienced

professionals, to help teachers understand the fundamental principles related to DI. Tomlinson

(1995) also notes that teachers new to differentiation often ask for a ‘recipe’ for DI. Tomlinson

(1995) responds that while there is no one right way to differentiate, as all students have different

needs and interests, and thus require different strategies, teachers would benefit from coaching

about issues that are integral to creating a successful differentiated classroom. Such coaching

may include topics such as classroom management, organization and specific differentiation

strategies that teachers can implement in their own classrooms. Tomlinson (1995) also advocates
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using videos to help teachers understand how to differentiate that clearly demonstrate to teachers

how they can have different groups of students working in varying ways on the same topic.

Forming DI support groups to guide each other through the differentiation process and offering

additional support to each other, following professional development training, is critical to success

(Tobin and McInnes, 2007).

In a study conducted by Tobin and McInnes (2007) (which profiles a series of three

professional development workshops, in which 13 teachers received instruction and coaching on

how to use DI to teach the Language Arts), teachers were offered materials and strategies to use

when differentiating. Following the workshops, Tobin and McInnes reported that providing the

educators with professional development training about DI led to a greater overall awareness of

what differentiated instruction was, as well as how it may be used to teach language and literacy.

However, the researchers also found that additional coaching and instruction would have been

beneficial in further developing the teachers’ understanding of the possible applications of DI.

Holloway (2000) advocates for teacher education programs to provide pre-service 20

teachers with a comprehensive understanding of the tenets of differentiated instruction. In

addition, pre-service teachers’ education in DI ideally should be validated by their teaching

experiences during their practicums and subsequent full-time employment.

In summary, the professional literature about DI supports the view that differentiated

instruction is widely considered to be an effective instructional approach for students of all ages

and backgrounds. Furthermore, as DI is responsive to students’ individual needs and holds many

possible applications for teaching, it is a favorable approach for teaching language and literacy

dense subject areas. Finally, although many challenges exist which hinder teachers’ ability to put

DI into practice, it is a worthwhile instructional approach that warrants teachers’ best efforts where

he or she is rather than injecting students to modify themselves for the curriculum (Hall 2002).
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Terrel (2011) mentioned that one of the aims of differentiated instruction was for students

to successfully master different standard. In other words, teacher must know the right thingto

practice in order to have a profound impact on struggling students mathematical understanding

and performance.

Differentiating instruction means that you observed and understand the differences and

similarities among students and use this information to plan instruction. It is the principle of

adjusting your lesson plan to target the individual learning styles and multiple intelligences of all

students in a single classroom.

According to Wiggins and McTighe ((2001) authors of the seminal teacher’s handbook

Understanding by Design, differentiated instruction is a contemporary pedagogical practice

opposed to traditional philosophies that concerned of students as more vessels into which

teachers pour knowledge.

Differentiated Instruction in Other Learning Areas

Saldanhia (2007) provoked a research study that scrutinized the query. Differentiated

Instruction in Science: What is the effect on student achievement in science and the attitude

towards it?”. There were thirty-five (35) learners who shared their feelings and experiences about

the differentiated instructions strategies of science used by the high school teacher. The method

used for this research was a posttest design comparing two different methods-posttest reviews of

achievement scores following the student’s completion of a topic with laboratories and quizzes.

The result of conventional approach against differentiated instruction using a one tailed t-test for

correlated samples indicated that there was an improvement in the achievement of students when

they were given different instruction. Moreover, students liked the differentiated instruction better

compared to the conventional approach.

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In the Tucson Unified School District in Arizona, where 61% of the learner population

speaks Spanish, school official needed a dual-language reading and writing solution that would

work for every learner- regardless of his or her reading ability. The achievement gained by the

students after just one year were “phenomenal”, according to one school official. The greatest

improvement came from struggling readers who were two or more levels below their grade.

Significant improvements also occurred for the 3 rd and 7th graders as they exceeded expected

Lexile gains. In addition, the 7th and 8th grade students noted average gains in reading and

vocabulary that were triple the norm.

The study conducted by Terrel (2011), using the mixed method of data collection, revealed

that differentiation had an impact on students’ learning of 12 th grade students from the public

school in Rural Georgia. The result in this study suggest that there was a connection between

differentiated instruction and students’ success in mathematics. Also, the study indicated that

different strategies of differentiation would have different effects on student achievement. The

qualitative data gathered for this study also showed that the teacher-focused activities for the

control group reflected the students’ normal lackluster for mathematics whereas, the student-

focused activities stirred students’ interest.

Moreover, the study conducted by Muthomi and Mbugoa (2014) on the Effectiveness of

Differentiated Instruction on Secondary School Students Achievement in Mathematics, using the

Quasi-experimental Design, found out that there were 89% or 333 out of 374 students from

secondary schools in Meru County, Kenya who experienced differentiated instruction, performed

better in the posttest than pretest. This implies that the students, who experienced differentiated

instruction, improved in mathematics. It was determined that differentiated instruction brings a

positive effect on students’ achievement.

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Techniques for Differentiated Instruction

McAdams (2001) reported significant improvement in the test scores of low-scoring

students in the Rockwood School District (Missouri), following the use of differentiated instruction.

Apart from the tangible impact of the differentiated model, teachers in this study indicated that

their students were more motivated and enthusiastic about learning. This study further reflected

the whole-school change which differentiated instruction necessitates – efforts included

professional development, mentoring and intensive planning (McAdams, 2001). Teachers were

initially resistant to the change; however, strategies like peer coaching, action research, study

groups and workshops offered ongoing support and feedback (McAdams, 2001).

It was stated in journal article by Lawrence-Brown (2004) that with suitable support through

differentiated instruction, students ranging from gifted to those with significant disabilities can

receive an appropriate education in general education classrooms. Tools such as assistive

technology, manipulatives, visual aid, personal assistance from either a peer or adult and

methods such as emphasizing key concepts, providing clear expectations, breaking down specific

concepts and making corrections are ways that students who require more can succeed. By

providing students additional support aside from just using books of the appropriate reading level,

students with special needs are able to achieve higher goals and standards.

Robinson (2004) emphasized the utilization of differentiated instruction techniques, as

teachers view the issue of increased planning time with unease. Teachers who require support

structures and cooperative teamwork to assist them as they prepare lessons incorporating

differentiated instruction.

Blozowich (2001) found in his study that teachers used a variety of techniques but

continued to prepare lessons as they would for a tracked classroom. The researcher concluded

that teachers implementing differentiated instruction require continuous and consistent

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professional development coupled with intensive dialogue and consultation about how these

techniques are being implemented in the classroom.

Johnsen (2003) conducted a research using undergraduate teachers differentiating

instruction to suit different ability levels. Student teachers in this content were encouraged to

differentiate context and process using learning centers, different reading materials and different

strategies. The study revealed that the use of differentiated techniques proved to be engaging,

stimulated student interest and provided a gratifying experience for the undergraduate teachers.

While the undergraduate teachers appeared to benefit from a rewarding experience. Student with

exceptional needs continued to received individual specialist support through other services

(Johnsen 2003).

Facets of Diversity

Twenty-first (21st) century student population are increasingly diverse academically.

Learning within the comprehensive classroom is further influenced by a student’s gender, culture,

experiences, aptitudes, interests and particular teaching approaches (Guild, 2001; Stronge, 2004;

Tomlinson, 2002, 2004b). Interest, tradition, age, language, gender, disability, talent, heritage,

ethnicity and religion are just a few of the many forms of diversity that we see in the world around

us. The multi-colored mixture of humanity is not limited to particular continents, countries, or cities.

There is no exception to the trend of diverse populations everywhere and in the current classroom.

Every student, regardless of their grade level or location, has varying abilities, interests, and

needs. New indication arises regularly to suffice the principle that not all children learn in the same

way (Guild, 2001). It is obvious that an awareness of different learning styles is a significant tool

to understand differences and assist with student development (Strong, Silver, & Perini, 2001).
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The utilization of one teaching method is not adequate as seen in the varied demographic

profiles of student populations. A different or diverse group of students need various teaching and

learning strategies that will address the varying needs in each classroom.

According to Terrel (2011), differentiated instruction is similar to an Individualized

Educational Program (IEP), which focuses on an individual student’s strengths and weaknesses.

The teacher must take the time to each student readiness level, interest, and learning profile to

guarantee mastery for all of his or her pupils (Terrel, 2011). By considering and maintaining a

racially diverse environment, addressing differing styles, interests, abilities and implementing

additional support, differentiation accomplishes the task of providing each student an

individualized education that will help them reach the goals and meet the standards that have

been established. According to Levy (2008), differentiation is outlined to assist teachers:

“encounter each child where they are when they enter class and move them forward as far as

possible on their educational path” (Levy, 2008).

Cultural Diversities encompass afar a student’s language or religion. Values, assumptions

and understanding of those assumptions vary from culture and are issues that impact the way

that information is learned (Cifuentes & Ozel, 2006). Knowing different values within a culture

assist in the communication among individuals who do not belong to the same culture. When in

the classroom, teachers must create an environment that provides learners a place to socially

negotiate meaning- to interact, discuss, and even repair understanding inorder to explain

understanding (Cifuentes & Ozel, 2006). Educators can then create methods that address cultural

factors impacting instructional design once a diversity that has been identified and considered

(Cifuentes & Ozel, 2006).

Localization and contextualization of instruction in the classroom is just as essential. It is

important to know much like an advertising who is the audience when teachers set up classroom

websites. Language, formality of word choice, and pictures chosen for the site are all factors that
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must be addressed to stay aware of variety of backgrounds and attitudes that both students and

parents bring to the classroom atmosphere. According to Cifuentes & Ozel, (2006), instruction

can be ineffective, and even if affective instruction will be underused if instructional environment

do not acknowledge cultural differences. Thus, it can make the learning process impossible if

cultural differences are not recognized, understood and respected.

Differentiated instruction is not a single strategy, but rather an approach to instruction that

incorporate a variety of strategies. Therefore, educators must be flexible to create such a learning

environment. For Levy (2008), using the standard as a guide is a way to ensure equity, and

differentiated instruction will help keep the focus on the individual learner’s progress. Grouping

based on students’ needs of learning style has been a useful strategy for organizing the

implementation of leveled instruction for this group’s particular project. Connecting the standards

to the outcomes, maintains that teachers continue to have high expectations to all learners (Levy,

2008). The heart of differentiated instruction is to acknowledge and address the varying learning

styles, interests and abilities of every learners.

Differentiated instruction is the procedure of verifying what a student learns, how he/she

learns it, and how the student demonstrate what he/she has learned is a match for that student’s

readiness level, interest and preferred mode of learning (Tomlinson et.al.,2003). Instruction

maybe differentiated in content, process, or product according to student’s readiness, interest or

learning styles. How a student learns is as varied as the personalities in class. Students’ learning

styles may be viewed through the lens of Garnier’s multiple intelligence.

Differentiated Instruction through Multiple Intelligences

In the study conducted by Haley in 2004, the effects of Multiple Intelligence (MI)

intervention were documented through observations, exit slips, survey checklists and student

reactions, reaffirming expectations that how one is taught, what strategies are utilized, and in what
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manner information is presented, can and do affect student learning. Learner-centered instruction

from the perspective of multiple intelligences further demonstrate students’ strengths and

weaknesses can be affected by teacher’s pedagogical style. Most students in both experimental

and control groups demonstrated growth in oral and written proficiency in the target language at

the end of the third quarter. Results showed that students in experimental groups receiving MI-

based instruction outperformed those in the control groups. Additionally