PERCEPTIONS AND ADOPTION OF DIFFERENTIATED INSTRUCTION BY HIGH EDUCATION TEACHERS
Abstract
The awareness of the ever-changing societal-driven structure in general education serves as the foundation for this study of change and the perspectives of instructors who employ differentiated teaching in their classroom. The solitary stand-alone school house was previously the location for teachers who were faced with the onerous challenge of training a diverse range of children of varying ages and skills. What are today regarded important elements in differentiating kids, such as cognitive capacities, age levels, and cultural background, were unimportant at the time. The most common degree required for potential teachers to help children learn to retain and recite knowledge was general education (Bantis, 2008). Anderson and Tomlinson said that using different ways to teach is not something new. When schools only had one room since a long time ago. It was used in teaching as mentioned in Fandino (2008). Teaching has been difficult because there are many students of different abilities and levels in the classroom. Teachers understand that every student learns differently, and not every activity is helpful for everyone. Ismajli and Morina (2018) said that not everyone learns in the same way or at the same pace, and they may have different interests and behaviors (quoted in Abbey Zens, 2021, p12). This theory says that everyone learns in their own time and using different methods. Different types of learning and thinking are very important for making lessons, activities, and teaching methods that work for everyone. If teachers create lessons and activities that match the way their students learn best, it can make them more interested and motivated to learn.
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