DIFFERENTIATED INSTRUCTION IN THE CLASSROOM AS A STRATEGY TO ERADICATE HOMOGENIZATION IN SCHOOLS
DOI:
https://doi.org/10.56219/dialctica.v3i31.6604Keywords:
Differentiated Instruction, inclusion, teaching strategies, learning strategiesAbstract
This article is based on a case study that explores the impact, influence, and contributions of Differentiated Instruction strategies in a classroom where there are different English proficiency levels, allowing students to be included and valued, when considering the different learning styles, interests, learning habits, and different ways of acquiring knowledge. The study was conducted with 32 students from a public school in an urban area. Data were collected through a placement test, a semi-structured interview, and a focus group. Positive outcomes were observed in the implementation of the strategies since their engagement, self-confidence, teamwork, and motivation toward English learning increased. Finally, this article describes the theory of differentiated instruction, its elements, components, strategies, and principles. It also discusses its impact on students, teachers, and families, as well as the challenges encountered in its implementation, with the aim of eradicating homogenization in classrooms.
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