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Aspects, Teacher workload and resource limitations make it difficult to…
Aspects
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Research Design
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Qualitative
- Semi-structured interviews (60-90 minutes per session).
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Qualitative
- Semi-structured interviews to gain insight into teachers’ perspectives on TDS.
- Classroom observation checklists to assess TDS implementation in real classroom settings.
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Mixed method
- Qualitative: Open-ended responses were categorised and analysed thematically.
- Quantitative: Two web-based surveys were conducted among 25 teachers from Alibra School, Moscow, and 100 undergraduate students from Moscow City University (MCU).
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Article 5
Mixed method
- Quantitative: Studies from ERIC, Web of Science, and PsycINFO databases.
- Qualitative: Additional studies from hand searches and snowball searches in educational journals.
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Article 1
Mixed method
- It collects data through structured questionnaires and open-ended interviews
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Findings
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Improvement in Writing Task Completion
- TDS helped weaker students complete tasks they previously struggled with, such as writing short essays.
- Teachers observed that task differentiation prevented stronger students from getting bored while providing scaffolding for weaker students.
- TDS improved classroom time management, allowing teachers to complete lessons within allocated time.
Increased Confidence and Sense of Achievement
- Weaker students reported feeling a sense of accomplishment as they could finally complete tasks.
- Higher-achieving students wanted more challenging tasks, showing increased confidence.
- Teachers noted that lower-achieving students felt less insecure when working in ability-based groups.
Higher Motivation and Engagement
- Students showed greater motivation in group-based and gamified writing tasks.
- Some students were more willing to participate in writing after experiencing collaborative learning.
Better Classroom Management and Inclusion
- Teachers customized writing tasks to fit different proficiency levels, ensuring all students could engage.
- Grouping students strategically (peer-assisted learning) helped them stay focused and complete assignments.
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Impact on Student Progress
- DI improves academic performance, engagement, and critical thinking skills.
Enhanced Classroom Dynamics
- Positive learning environment with increased peer collaboration and reduced behavioral issues.
Increased Inclusivity
- DI fosters a sense of belonging and equal learning opportunities for all students.
Higher Teacher Satisfaction
- Teachers reported professional growth, sense of accomplishment, and higher job satisfaction.
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Teachers’ Attitudes Toward DI
- 66.7% of teachers use differentiation by task or method in their classrooms.
- 80% of teachers agree that DI stimulates student productivity and enhances motivation.
- Some teachers still avoid DI, citing it as too time-consuming or ineffective.
Students’ Perceptions of DI
- 44% of students say their teachers use interest-based differentiation.
- 37% report never experiencing differentiation in their learning process.
- 52% believe flexible grouping techniques (pair work, small groups) help improve learning.
Challenges of Mixed-Ability Classrooms
- Teachers struggle to manage diverse student needs, often resorting to uniform teaching methods.
- High-achievers feel their learning is slowed down, while low-achievers feel overwhelmed.
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DI Positively Affects High Achievers
- DI improves academic achievement and motivational-affective characteristics in most studies.
Motivational and Emotional Benefits
- DI leads to higher engagement, increased self-confidence, and positive attitudes toward learning.
Teachers Recognize DI's Value but Struggle to Implement It
- Most teachers acknowledge DI as beneficial but lack training and resources to apply it consistently.
Limited Differentiation in Classrooms
- Many teachers do not modify their regular curriculum to meet high-achievers’ needs.
Classroom observations confirm that differentiation for high-achievers is rare.
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Challenges in Implementation
- Teachers find lesson planning for DI time-consuming due to the need for extra materials tailored to different learning abilities.
- Classroom size, workload, and lack of funding significantly impact DI's effectiveness.
Teachers' Self-Competency in DI
- While teachers believe DI is necessary, they acknowledge needing more training and support.
- The study suggests that teachers desire additional resources to improve their implementation of DI.
Teachers' Awareness of DI
- Most teachers are familiar with DI and recognize its importance in addressing student diversity.
- Teachers differentiate their lessons mainly by content, process, and product, with fewer focusing on the learning environment.
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Alternative Solutions
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Expanding Research to Other Language Skills
- Future research should explore TDS effects on speaking, listening, and reading comprehension.
Increasing Sample Size and Diversity
- Future studies should include more schools from both urban and rural settings.
Providing More Teacher Training
- Professional development should focus on effective differentiation techniques to help teachers implement TDS effectively.
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Instructional Techniques for Differentiation
- Flexible grouping, tiered assignments, peer tutoring, use of technology, and scaffolded instruction.
Curriculum Adaptation
- Adjusting lesson pace, modifying content, and providing alternative assignments based on student needs.
Expanding future research
- Larger, diverse samples should be used in future studies.
- Mixed-methods approaches should include real-time classroom observations to validate findings.
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Improved Teacher Training
- Universities and schools should provide professional development programs focused on practical DI strategies.
- Workshops should help teachers overcome misconceptions about DI and use efficient differentiation methods.
More Flexible Grouping Strategies
- Teachers should use dynamic student grouping to balance peer support and individual progress.
Better Differentiation by Outcome
- Instead of using different tasks, teachers should adjust expectations and support levels within the same task.
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Reducing Time Constraints
- Schools should provide pre-made differentiated materials to reduce teacher workload.
Encouraging Policy Changes
- State education policies should support DI, including better funding for gifted education.
Improving Teacher Training and Support
- Mandatory coursework in DI for teacher education.
- Workshops and mentorship programs to develop DI skills.
Article 1
Reducing Workload and Class Size
- Policy changes should be considered to reduce teacher workload, allowing for more effective differentiated instruction.
Providing Adequate Teaching Resources
- Schools and policymakers should allocate funding to support the creation of DI-friendly learning materials.
- Teachers should be encouraged to use digital resources and Web 2.0 tools to develop innovative teaching strategies
Professional Development and Training
- Teachers require continuous training to improve DI implementation, especially in lesson planning and material preparation.
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DI helps low- and middle-achieving students bridge learning gaps while allowing advanced learners to explore more challenging content
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