Supporting differentiated instruction through the 'crafting the essay' enrichment course

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1 Citation (Scopus)

Abstract

Differentiated instruction is gaining ground in many educational circles as part of the attempt to cater to increasingly diverse classrooms. This paper discusses a case study on the implementation of differentiated instruction in teaching through an enrichment course for gifted children called 'Crafting the Essay'. Interviews were carried out with the instructor and teaching assistant of a class of 15 secondary-school students, aged 13, who were involved in the study which took place during the PERMATApintar school-holiday instructional programme in Malaysia. The discussion in this paper is based on the observations of the instructor and teaching assistant's and on informal interviews with them, as well as on descriptive evaluations of the students' learning. Findings indicate that differentiated instruction promoted students' creative, thinking and writing skills, in greater or lesser degrees according to students' language ability. These findings provide a rationale for supporting differentiated instruction.

Original languageEnglish
Pages (from-to)6-10
Number of pages5
JournalWorld Applied Sciences Journal
Volume14
Issue numberSPL ISS 2
Publication statusPublished - 2011

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instruction
assistant
instructor
Teaching
student
holiday
interview
Malaysia
secondary school
classroom
ability
language
evaluation
school
learning

Keywords

  • Academic diversity
  • Crafting the essay
  • Descriptive assessment
  • Differentiated instruction
  • Gifted children

ASJC Scopus subject areas

  • General

Cite this

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abstract = "Differentiated instruction is gaining ground in many educational circles as part of the attempt to cater to increasingly diverse classrooms. This paper discusses a case study on the implementation of differentiated instruction in teaching through an enrichment course for gifted children called 'Crafting the Essay'. Interviews were carried out with the instructor and teaching assistant of a class of 15 secondary-school students, aged 13, who were involved in the study which took place during the PERMATApintar school-holiday instructional programme in Malaysia. The discussion in this paper is based on the observations of the instructor and teaching assistant's and on informal interviews with them, as well as on descriptive evaluations of the students' learning. Findings indicate that differentiated instruction promoted students' creative, thinking and writing skills, in greater or lesser degrees according to students' language ability. These findings provide a rationale for supporting differentiated instruction.",
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AU - Yaakub, Asmida

AU - Hamidi, Alia

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N2 - Differentiated instruction is gaining ground in many educational circles as part of the attempt to cater to increasingly diverse classrooms. This paper discusses a case study on the implementation of differentiated instruction in teaching through an enrichment course for gifted children called 'Crafting the Essay'. Interviews were carried out with the instructor and teaching assistant of a class of 15 secondary-school students, aged 13, who were involved in the study which took place during the PERMATApintar school-holiday instructional programme in Malaysia. The discussion in this paper is based on the observations of the instructor and teaching assistant's and on informal interviews with them, as well as on descriptive evaluations of the students' learning. Findings indicate that differentiated instruction promoted students' creative, thinking and writing skills, in greater or lesser degrees according to students' language ability. These findings provide a rationale for supporting differentiated instruction.

AB - Differentiated instruction is gaining ground in many educational circles as part of the attempt to cater to increasingly diverse classrooms. This paper discusses a case study on the implementation of differentiated instruction in teaching through an enrichment course for gifted children called 'Crafting the Essay'. Interviews were carried out with the instructor and teaching assistant of a class of 15 secondary-school students, aged 13, who were involved in the study which took place during the PERMATApintar school-holiday instructional programme in Malaysia. The discussion in this paper is based on the observations of the instructor and teaching assistant's and on informal interviews with them, as well as on descriptive evaluations of the students' learning. Findings indicate that differentiated instruction promoted students' creative, thinking and writing skills, in greater or lesser degrees according to students' language ability. These findings provide a rationale for supporting differentiated instruction.

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