Leaving the Traditional Classroom: A Look at Direct Instruction versus Differentiated instruction
Year: 2008
Type: article
Study design: Clinical Trial
Abstract: The purpose of this study is to determine the effect of pedagogy on a students' performance on their formal assessment at the end of a unit. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students.
Author: Robert D. Dunham
Institution: St. John Fisher University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W156507598