AN ANALYSIS OF THE USE OF DIFFERENTIATED INSTRUCTION IN MIXED-ABILITY CLASSROOMS
Keywords:
Differentiated instruction, Mixed-ability classrooms, Flexible grouping, Learner motivation, Classroom management, Content adjustment, Multiple intelligences, and Student engagement.Abstract
This article takes a close look at how teachers can help everyone in a classroom where students learn at different speeds and have different skills. These “mixed-ability” classes are often hard to manage because using the same lesson for every student just does not work for everyone. To fix this, the research explores how teachers can change what they teach, how they teach it, and what students create to make sure every pupil moves forward. It examines real-life ways to handle these differences so that every student feels included and supported. The way this research was done involves looking deeply at different teaching models and ideas for managing a classroom. It compares how well students do when they have tasks made for their level versus when everyone does the same old assignments. It also reviews scientific writings to see how things like “multiple intelligences” help diverse learners succeed.
The results show that when lessons are changed to fit the student, children feel more excited about learning and get better grades. The study proves that matching the teaching style to the student makes them feel less stressed and more cared for. In the end, the article makes it clear that these strategies are the best way to create a kind and successful classroom for every student.
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