An Investigation of Research on Differentiated Instruction Approach in Preschool Education Between 2005-2022
Abstract
Children attending pre-school education come with different abilities, interests and needs. It is also difficult for teachers to create activities for children from different backgrounds and different beginning levels, and to carry their development to higher levels. Differentiated instruction is a pedagogical approach that involves differentiating the curriculum, teaching methods, resources used, activities implemented and products of children to meet the learning needs of children with different readiness levels, interests and learning styles in the same classroom. Given the diversity of children in democratic and multicultural societies, differentiated instruction helps to turn these differences into an advantage and to address their learning needs appropriately. The differentiated teaching approach ensures the acceptance of children's differences, deep respect for children and the development of all children. Changes and developments in education have increased the need for differentiated instruction. The aim of this study is to present a general framework for differentiated instruction in the light of studies on differentiated instruction in preschool education between 2005 and 2022 in the literature. For this purpose, a systematic literature review on differentiated instruction in preschool education was conducted and the effects of differentiated instruction in pre-school education were examined. The 41 articles obtained as a result of the scanning were examined according to the year of publication, the impact factors of the journals in which they were published, the subjects studied, the methods used, analysis methods, data collection sources, data collection tools and samples. As a result, in the scanned studies; It is seen that teachers are trained about the differentiated teaching approach, and as a result of the trainings, the practices made by the teachers support the development of children. Teachers' and pre-service teachers' attitudes and interests towards differentiated instruction are low due to their lack of knowledge about differentiated instruction, a limited number of scales have been developed regarding the differentiated instruction approach in preschool education, and differentiated instruction can be used not only for children with disabilities, but also for all children, as in curriculum studies. and it has been concluded that it has positive effects on the developmental areas of all children.
References
- Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.
- Avcı, S., & Yüksel, A. (2016). Farklılaştırılmış öğretim teori ve uygulama [Differentiated instruction theory and practice]. Nobel.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academy.
- Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. Educating Book.
- Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38. Çam, Ş. S., & Acat, M. B. (2023). Öğretmenlerin farklılaştırılmış öğretim yaklaşımını uygulama ve buna ilişkin yetkinlik düzeyleri [Teachers' application of the differentiated teaching approach and their competency levels]. Muş Alparslan University Faculty of Education Journal, 3(1), 96-120.
- Dal, E. (2022). Farklılaştırılmış öğretim araştırmalarının eğilimi: Bibliyometrik ve içerik analizi [The trend of differentiated teaching research: Bibliometric and content analysis]. (Tez No. 770978). [Master Thesis, Amasya University], National Thesis Center.
- Doğrukök, B. (2022). Sosyal bilgiler öğretmenlerine uygulanan farklılaştırma eğitiminin öğretmenlerin ve özel yetenekli öğrencilerin becerileri üzerine etkilerinin incelenmesi [Examining the effects of differentiatied training applied to social studies teachers on the teachers' and talented students' skill]. (Tez No. 752619). [Doctoral dissertation, Necmettin Erbakan University], National Thesis Center.
- Eidson, C. C., & Tomlinson, C. A. (2003). Differentiation in practice: A resource guide for differentiating curriculum: Grades K-5. ASCD.
- Fogarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Solution Tree.
- Fox, J., & Hoffman, W. (2011). The differentiated instruction: Book of lists. John Wiley & Sons Inc.
- George, P. S. (2005). A rational for differentiating instruction in the regular classroom. Theory Into Practice, 44(3), 185-193.
- Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn′t fit all. Corwin.
- Hall, T. (2002). Differentiated instruction. National center on accessing the general curriculum (NCAC), Wakefield, MA.
- Hall, T., Strangman, N., & Meyer, A. (2014). Differentiated instruction and implication for UDL implementation. (Research Report). Access of date: 26.03.2023 https://sde.ok.gov/sites/ok.gov.sde/files/DI_UDL.pdf
- Hertberg-Davis, H. L., & Brighton, C. M. (2006). Support and sabotage principals’ influence on middle school teachers’ responses to differentiation. Journal of Secondary Gifted Education, 17(2), 90-102.
- Kula, S. S., & Karakuş, R. (2023). Farklılaştırılmış öğretim ile ilgili lisansüstü tezlerin analizi [Analysis of postgraduate theses on differentiated instruction]. International Psycho-Social Education Research, 3(4), 1-19.
- Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.
- Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.
- McLeod, S. (2020). Lev Vygotsky's sociocultural theory. Access of date: 25.01.2023 https://www.simplypsychology.org/vygotsky.html
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
- Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348.
- Moore, K. D. (2005). Effective instructional strategies: From theory to practice. Sage.
- Öner, G. (2022). Farklılaştırılmış öğretim [Differentiated instruction]. In Doğan, Y. (Ed.), Öğrenmede bireysel farklar [Individual differences in learning] (pp. 71-84). Efe Academy.
- Özer, S., & Yılmaz, E. (2016). Farklılaştırılmış öğretim [Differentiated instruction]. In E. Yılmaz, M. Çalışkan & S. A. Sulak (Eds.), Eğitim bilimlerinden yansımalar [Reflections from educational sciences] (pp.127-140). Çizgi Kitabevi.
- Öztürk, M., Tepetaş Cengiz, G. Ş., Köksal, H., & İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı [Handbook for teachers who have foreign students in their classrooms]. MEB.
- Özüdoğru, F., Sakallıoğlu, G., Girgin, A., & Altıner, N. (2021, December) Türkiye’de farklılaştırılmış öğretim konusunda yapılan araştırmaların incelenmesi [Review of research on differentiated instruction in Turkey]. ERTE Congress 1st International Education Research And Teacher Education Congress (pp. 87-109).
- Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309-327.
- Scarparolo, G., & Subban, P. (2021). A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction. Teachers and Teaching, 27(8), 753-766.
- Schofield, J. W. (2010). International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools. Teachers College Record, 112(5), 1492-1528.
- Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontier’s Psycholy, 10, 1-23. Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and teacher education, 28(8), 1152-1162.
- Sozbilir, M., & Kutu, H. (2008). Development and current status of science education research in Turkey. Essays in Education, 24(1), 1-22.
- Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947.
- Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education 67(67):291- 301.
- Thousand, J. S., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Corwin.
- Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision & Curriculum Development.
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Association for Supervision & Curriculum Development.
- Tomlinson, C. A. (2005). Traveling the road to differentiation in staff development. National Staff Development Council 26(4), 8-12.
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association For Supervision & Curriculum Development.
- Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Association for Supervision & Curriculum Development.
- Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Conceting content and kids. Association for Supervision & Curriculum Development.
- Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ..., & Reynolds, T. (2003). Differentiating 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(2-3), 119-145.
- Tomlinson, C., & Allan, S. D. (2000). Leadership in differentiating schools and classrooms. Association of Supervision & Curriculum Development.
- Ültay, E., Akyurt, H., & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi [Descriptive content analysis in social sciences]. IBAD Journal of Social Sciences, (10), 188-201.
- World Health Organization [WHO] (2020). Covid19 Coronavirus Disease 2019 Situation Report – 72. World Health Organization. Access of date: 15.05.2022 https://pers.droneemprit.id/covid19/
- Yenmez, A. A., & Özpınar, İ. (2017). Öğretmenlerin farklılaştırılmış öğretim uygulama pratikleri: Öğrenim süreci üzerine öğretmen ve öğrenci düşünceleri [Teachers' differentiated teaching practices: Teacher and student thoughts on the learning process]. Trakya University Faculty of Education Journal, 7(2), 344-363.
- Yıldırım A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
2005-2022 Yılları Arasında Okul Öncesi Eğitimde Farklılaştırılmış Öğretim Yaklaşımı ile İlgili Yapılan Araştırmaların İncelenmesi
Abstract
Okul öncesi eğitime farklı geçmişlerden gelen ve farklı başlangıç düzeyleri olan çocuklar için etkinlikler oluşturmak, gelişimlerini üst seviyelere taşımak öğretmenler açısından da zor olmaktadır. Farklılaştırılmış öğretim, aynı sınıfta farklı hazırbulunuşluk düzeyleri, ilgileri ve öğrenme stilleri olan çocukların öğrenme ihtiyaçlarını karşılamak için müfredatı, öğretim yöntemlerini, kullanılan kaynakları, uygulanan etkinlikleri ve çocukların ürünlerini farklılaştırmayı içeren pedagojik bir yaklaşımdır. Demokratik ve çok kültürlü toplumlarda çocukların farklılıkları göz önüne alındığında farklılaştırılmış öğretim çocukların farklılıklarını avantaja dönüştürmeye ve öğrenme ihtiyaçlarını uygun şekilde ele alamaya yardımcı olmaktadır. Eğitimdeki değişim ve gelişmeler farklılaştırılmış öğretime olan ihtiyacı arttırmıştır. Bu çalışmanın amacı alan yazında 2005-2022 yılları arasında okul öncesi eğitimde farklılaştırılmış öğretime ilişkin çalışmalar ışığında farklılaştırılmış öğretime yönelik genel bir çerçeve sunmaktır. Bu amaç doğrultusunda okul öncesi eğitimde farklılaştırılmış öğretime yönelik sistematik bir literatür taraması yapılarak farklılaştırılmış öğretimin okul öncesi eğitimdeki etkileri incelenmiştir. Tarama sonucunda elde edilen 41 makale, yayınlanma yıllarına, yayınlandığı dergilerin etki faktörlerine, çalışılan konularına, kullanılan yöntemlerine, analiz yöntemlerine, veri toplama kaynaklarına, veri toplama araçlarına ve örneklemlerine göre incelenmiştir. Sonuç olarak taranan çalışmalarda; farklılaştırılmış öğretim yaklaşımı hakkında öğretmenlere eğitimler verildiği, eğitimler sonucunda öğretmenlerin yaptığı uygulamalar ile çocukların gelişimlerini desteklediği görülmektedir. Öğretmenlerin ve öğretmen adayların farklılaştırılmış öğretime olan tutum ve ilgilerinin farklılaştırılmış öğretim hakkında bilgi eksikliğinden dolayı düşük seviyelerde olduğu, okul öncesi eğitimde farklılaştırılmış öğretim yaklaşımı ile ilgili sınırlı sayıda ölçek geliştirildiği, ayrıca müfredat çalışmalarında da olduğu gibi farklılaştırılmış öğretim sadece engelli çocuklar için değil tüm çocuklar için kullanabileceği ve tüm çocukların gelişim alanlarına olumlu etkileri olduğu sonuçlarına ulaşılmıştır.
References
- Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.
- Avcı, S., & Yüksel, A. (2016). Farklılaştırılmış öğretim teori ve uygulama [Differentiated instruction theory and practice]. Nobel.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academy.
- Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. Educating Book.
- Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38. Çam, Ş. S., & Acat, M. B. (2023). Öğretmenlerin farklılaştırılmış öğretim yaklaşımını uygulama ve buna ilişkin yetkinlik düzeyleri [Teachers' application of the differentiated teaching approach and their competency levels]. Muş Alparslan University Faculty of Education Journal, 3(1), 96-120.
- Dal, E. (2022). Farklılaştırılmış öğretim araştırmalarının eğilimi: Bibliyometrik ve içerik analizi [The trend of differentiated teaching research: Bibliometric and content analysis]. (Tez No. 770978). [Master Thesis, Amasya University], National Thesis Center.
- Doğrukök, B. (2022). Sosyal bilgiler öğretmenlerine uygulanan farklılaştırma eğitiminin öğretmenlerin ve özel yetenekli öğrencilerin becerileri üzerine etkilerinin incelenmesi [Examining the effects of differentiatied training applied to social studies teachers on the teachers' and talented students' skill]. (Tez No. 752619). [Doctoral dissertation, Necmettin Erbakan University], National Thesis Center.
- Eidson, C. C., & Tomlinson, C. A. (2003). Differentiation in practice: A resource guide for differentiating curriculum: Grades K-5. ASCD.
- Fogarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Solution Tree.
- Fox, J., & Hoffman, W. (2011). The differentiated instruction: Book of lists. John Wiley & Sons Inc.
- George, P. S. (2005). A rational for differentiating instruction in the regular classroom. Theory Into Practice, 44(3), 185-193.
- Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn′t fit all. Corwin.
- Hall, T. (2002). Differentiated instruction. National center on accessing the general curriculum (NCAC), Wakefield, MA.
- Hall, T., Strangman, N., & Meyer, A. (2014). Differentiated instruction and implication for UDL implementation. (Research Report). Access of date: 26.03.2023 https://sde.ok.gov/sites/ok.gov.sde/files/DI_UDL.pdf
- Hertberg-Davis, H. L., & Brighton, C. M. (2006). Support and sabotage principals’ influence on middle school teachers’ responses to differentiation. Journal of Secondary Gifted Education, 17(2), 90-102.
- Kula, S. S., & Karakuş, R. (2023). Farklılaştırılmış öğretim ile ilgili lisansüstü tezlerin analizi [Analysis of postgraduate theses on differentiated instruction]. International Psycho-Social Education Research, 3(4), 1-19.
- Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.
- Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.
- McLeod, S. (2020). Lev Vygotsky's sociocultural theory. Access of date: 25.01.2023 https://www.simplypsychology.org/vygotsky.html
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
- Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348.
- Moore, K. D. (2005). Effective instructional strategies: From theory to practice. Sage.
- Öner, G. (2022). Farklılaştırılmış öğretim [Differentiated instruction]. In Doğan, Y. (Ed.), Öğrenmede bireysel farklar [Individual differences in learning] (pp. 71-84). Efe Academy.
- Özer, S., & Yılmaz, E. (2016). Farklılaştırılmış öğretim [Differentiated instruction]. In E. Yılmaz, M. Çalışkan & S. A. Sulak (Eds.), Eğitim bilimlerinden yansımalar [Reflections from educational sciences] (pp.127-140). Çizgi Kitabevi.
- Öztürk, M., Tepetaş Cengiz, G. Ş., Köksal, H., & İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı [Handbook for teachers who have foreign students in their classrooms]. MEB.
- Özüdoğru, F., Sakallıoğlu, G., Girgin, A., & Altıner, N. (2021, December) Türkiye’de farklılaştırılmış öğretim konusunda yapılan araştırmaların incelenmesi [Review of research on differentiated instruction in Turkey]. ERTE Congress 1st International Education Research And Teacher Education Congress (pp. 87-109).
- Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309-327.
- Scarparolo, G., & Subban, P. (2021). A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction. Teachers and Teaching, 27(8), 753-766.
- Schofield, J. W. (2010). International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools. Teachers College Record, 112(5), 1492-1528.
- Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontier’s Psycholy, 10, 1-23. Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and teacher education, 28(8), 1152-1162.
- Sozbilir, M., & Kutu, H. (2008). Development and current status of science education research in Turkey. Essays in Education, 24(1), 1-22.
- Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947.
- Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education 67(67):291- 301.
- Thousand, J. S., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Corwin.
- Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision & Curriculum Development.
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Association for Supervision & Curriculum Development.
- Tomlinson, C. A. (2005). Traveling the road to differentiation in staff development. National Staff Development Council 26(4), 8-12.
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association For Supervision & Curriculum Development.
- Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Association for Supervision & Curriculum Development.
- Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Conceting content and kids. Association for Supervision & Curriculum Development.
- Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ..., & Reynolds, T. (2003). Differentiating 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(2-3), 119-145.
- Tomlinson, C., & Allan, S. D. (2000). Leadership in differentiating schools and classrooms. Association of Supervision & Curriculum Development.
- Ültay, E., Akyurt, H., & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi [Descriptive content analysis in social sciences]. IBAD Journal of Social Sciences, (10), 188-201.
- World Health Organization [WHO] (2020). Covid19 Coronavirus Disease 2019 Situation Report – 72. World Health Organization. Access of date: 15.05.2022 https://pers.droneemprit.id/covid19/
- Yenmez, A. A., & Özpınar, İ. (2017). Öğretmenlerin farklılaştırılmış öğretim uygulama pratikleri: Öğrenim süreci üzerine öğretmen ve öğrenci düşünceleri [Teachers' differentiated teaching practices: Teacher and student thoughts on the learning process]. Trakya University Faculty of Education Journal, 7(2), 344-363.
- Yıldırım A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Article |
| Authors | |
| Early Pub Date | November 30, 2023 |
| Publication Date | November 30, 2023 |
| Published in Issue | Year 2023 Volume: 7 Issue: 3 |
