The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions

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Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, methodology): “In return, the term DI has been used as a one-dimensional construct of single practices such as learning centres, small-group interaction and tiered activities (e.g. Coffey, 2011; Latz and Adams, 2011; Levy, 2008; McTighe and Brown, 2005; Santangelo and Tomlinson, 2009).”
The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges. (2013, background): “…It is reasonable to assume that once teachers have a good understanding of students’ level of readiness, interests and learning profiles, that they will be more likely to engage in effective and appropriate content, process, and product differentiation (Santangelo & Tomlinson, 2009).”