Differentiated Instruction in Primary Education

Abstract

The present study investigated differentiated instruction (DI) in primary school teachers and students and its impact on learning performance. 100 teachers, mostly women, with many years of experience and a significant amount of experience with students facing learning difficulties participated. Although 63% of teachers knew the term DI, only 15% applied it systematically, with the main obstacles being the lack of practical familiarity and the requirement of evaluation. The most important factors that enhance the implementation of DI are adequate education and training. In the experimental intervention in a first grade classroom, students in the intervention group had clearly better performance in language teaching compared to the control group, presenting fewer errors and greater understanding. The results indicate that DI contributes positively to a more effective and inclusive learning environment.