TITLE:
The Misconception in Differentiated Instruction Practices: A Literature Review
AUTHORS:
Guruh Sukarno Putra
KEYWORDS:
Teachers’ Misconception, Differentiated Instruction, Learning Variety
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.1,
January
29,
2023
ABSTRACT: This paper aims to stimulate reflective discussion about the
misconception of differentiated instruction practice in the educational sector.
Differentiated instruction gives students a big picture of knowledge instead of
isolated knowledge and helps students to find their academic goals. While
differentiating, teachers as a facilitator have to implement and arrange a
differentiated learning opportunity for students. This idea widens the gap
between teachers’ perception of how varied teaching should be used in the
classroom. Most research encountered misconceptions among teachers not only in
the differentiation practice but also due to low self-efficacy and motivation.
Teachers need to break this barrier as teachers’ deception becomes a
significant obstacle in applying
differentiated instruction in the classroom. Teachers’ awareness of
implementing differentiated instruction will affect the outcome for students.
The role of teachers is one of the most critical factors in successful DI
implementation. Besides, a regular teaching reflection may help teachers to
conquer the basics of DI implementation. Teachers need regular professional
development to break this misconception. Teacher professional development about
differentiation can potentially promote all students’ achievement. Anticipating
future misunderstandings may allow higher education to include differentiated
instruction courses in teacher education. Most importantly, teachers must eradicate
their misconceptions about differentiated instruction first to earn benefit
from differentiation practice.