IMPROVING THE QUALITY OF EDUCATION THROUGH A DIFFERENTIAL APPROACH
Keywords:
Differentiated instruction, individualized learning, inclusive teaching, student-centered education, adaptive strategies, classroom diversityAbstract
This article looks at how tailoring teaching methods to fit the different needs of students — what we call a differential approach — can lead to better learning outcomes and a more inclusive classroom experience. It digs into the theory behind this approach, explores research studies that support it, and shares practical ideas for making it work in real classrooms. While it doesn’t shy away from the challenges, it also makes the case that differentiated teaching isn’t just a trend — it’s a vital strategy for improving the quality of education today.
References
Hall, T. (2002). Differentiated Instruction: Effective Classroom Practices Report. National Center on Accessing the General Curriculum.
Piaget, J. (1950). The Psychology of Intelligence. Routledge.
Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education Journal, 7(7), 935–947.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
UNESCO. (2020). Inclusion and education: All means all – Global Education Monitoring Report.
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