Abstract
Teaching and learning are important educational processes that prepare young people for the greatest common good. This common good is not conditioned by the requirements of young people but by the requirements of the human family. The greatest good demands that young people, regardless of their abilities or disabilities, race, language, or religion receive the best educational opportunities of their generation. To fulfil their aspirations, all methods of differentiation must be utilised to provide the greatest educational opportunities for all. In this study, the aim was to understand how differentiation processes are harmoniously used by teachers to provide successful engagement of students. The study was carried out by reviewing the literature on how differentiation of instructions, curriculum, and assessment improves the engagement of students in secondary school settings. Differentiation is a framework of teaching that aims to address individual learning needs and maximise students’ learning opportunities, which may then lead to a positive change in students so that they can achieve positive learning outcomes. It is reported that once the instructions and curriculum are differentiated, different types of assessments can be created to meet the diverse needs of the students. Because students in the classrooms are not homogeneous, they bring with them a conundrum of issues, which can only be resolved when teachers become part of the solution, differentiating not only their teaching styles but also their programs of teaching. The teachers can then produce assessments that are pitched at the right level to test whether the students have understood the concepts taught
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