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Research on Differentiated Instruction

Conference Paper · November 2016

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Jeffrey Ober
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Title: Research on Differentiated Instruction

Purpose

The purpose of this presentation is to share information about research into differentiated

instruction. Differentiated instruction has become a popular way to attempt to reach some

students, and many people accept the idea of differentiated instruction as a "good" idea because

it is easy to understand and comprehend, and most people would claim they have a preferred

method to learn. Despite those clear feelings, there is very little research that can support that

claim. Books and articles have been written supporting the idea of differentiated instruction,

especially as related to Kolb’s learning inventory, but empirical research shows that there are

only very limited instances where differentiated instruction actually has any measurable effect.

This presentation will show and discuss where and how differentiated instruction has been

applied and what specific research experiments have shown about the effectiveness of

differentiated instruction. It will also illustrate the areas where academic research has not been

completed and could be used to determine if there are areas where differentiated instruction

could be proven to work. After this presentation, participants will have a clear knowledge of

differentiated instruction, how it works, what it is claimed to do, and what academic research

says about the actual measurable effects of differentiated instruction in a number of different

environments.

Choice of Strand Explanation

This presentation fits into the brain compatible teaching/learning strand because it will focus on

differentiated instruction, a popular method of instruction that is alleged to increase student

learning. The presentation will focus on how students learn and how they retain what they learn

and relate that to differentiated instruction. It will describe how learning preferences can change

the learning environment, but may not have any effect on the actual learning process.

Educational or Scientific Importance of the Study

Instructors need to know what methods of instruction work and are effective at teaching students.

There are books, articles, and videos readily available today showing examples of how to apply

differentiated instruction in the classrooms. Many teachers have invested in this strategy to reach

students, and it can be a time-consuming strategy. But if there is little to no return for using

differentiated instruction, teachers would be better served spending their limited teaching time on

strategies that have verifiable academic research to support those ideas.

Perspective(s) or Theoretical Framework

The perspective for this session and presentation is that of an independent researcher trying to

verify the claims of supporters of differentiated instruction. If differentiated instruction works,

this can be a very effective way to reach students who cannot be reached with traditional

methods of teaching. However, if differentiated instruction does not actually help the students

learn, then a good deal of time and effort is being spent by a number of instructors that will not

actually help students learn.

Delivery Style or Methods

The presentation will include a PowerPoint presentation that will be divided in four sections: an

introduction, definitions of differentiated instruction, theories of differentiated instruction, and

then research results for experiments in differentiated instruction. The presentation will last

approximately 40 minutes. The final 20 minutes will be reserved for audience discussion related

to differentiated instruction, preferences, and examples.

Audience Interest or Conference Theme Connection

Members of CRLA are often looking for new and different ways to reach students. Many

instructors have started to use and implement differentiated instruction in various forms in their

classrooms. Other instructors may have just heard about differentiated instruction and do not

understand how it works. This presentation can help instructors understand differentiated

instruction and help them understand how effective it is, according to research studies. This can

help teachers adjust their teaching methods to ensure they are maximizing their time and effort

on teaching methods that work.

Learning Objectives for Participants

1. Understand what is meant by the term "differentiated instruction."

2. Understand current research in the area of differentiated instruction.

3. Understand the measured effectiveness of differentiated instruction in practice.

Results and/or Conclusions of the Study

Many teachers today use types of differentiated instruction because they have been told that it

works. However, current experimental research cannot back up any of the claims of

differentiated instruction effectively. Differentiated instruction takes a great deal of time for the

instructor to adjust and create additional content. Because of the lack of effectiveness of
differentiated instruction, instructors should spend their time on other teaching methods that are

more effective and less time-consuming.

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