Differentiated teaching practices and strategies to meet diverse student needs

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.

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Meeting Diverse Student Needs for Support Services: A Comparison Between Face-to-Face and Distance-Learning Students

Education Innovation Series - Innovating Education in Technology-Supported Environments ◽

10.1007/978-981-15-6591-5_19 ◽

2020 ◽

pp. 253-268

Author(s):

Billy Tak Ming Wong ◽

Kam Cheong Li

Keyword(s):

Distance Learning ◽

Support Services ◽

Student Needs ◽

Face To Face ◽

Diverse Student

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Student teachers’ differentiated teaching practices for high-achieving students

Journal of Further and Higher Education ◽

10.1080/0309877x.2020.1827374 ◽

2020 ◽

pp. 1-16

Author(s):

Theodoros Kokkinos ◽

Panagiotis Gakis

Keyword(s):

Student Teachers ◽

Teaching Practices ◽

High Achieving Students ◽

High Achieving ◽

Differentiated Teaching

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The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles

Shanlax International Journal of Education ◽

10.34293/education.v9i3.3723 ◽

2021 ◽

Vol 9 (3) ◽

pp. 16-25

Author(s):

Serkan Demir

Keyword(s):

Learning Styles ◽

Teaching Practices ◽

Science Learning ◽

Structured Interview ◽

Control Group ◽

Test Model ◽

Traditional Teaching ◽

Post Test ◽

The Impact ◽

Differentiated Teaching

This study, it was aimed to determine the motivation of students to learn science according to learning styles and the effect of differentiated teaching practices on their opinions. A mixed research design consisting of a preliminary post test-tekrar test model with a control group and a qualitative data combination was used. The survey was conducted on 4th-grade students. 63 students, 30 in the experimental group and 33 in the control group, constituted the study group. The data were collected using the “Motivation Scale for Science Learning” and the “semi-structured interview form.” As a result of non-working findings, it is concluded that differentiated teaching practices according to learning styles are more effective for students’ motivation towards science learning than traditional teaching methods and that teaching-oriented student views support differentiated teaching practices.

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