IMPLEMENTATION OF DIFFERENTIATED LEARNING STRATEGY IN TEACHING BIOLOGY FOR SEVENTH CLASS STUDENTS OF CBSE CURRICULUM

Abstract

When whole-group instruction is the focus of the learning programme, many students fail to learn. This is especially true when educating students about biology. The proposed intervention approach includes many tried-and-true methods for improving students' learning capabilities. The study concentrated on differentiated learning strategies such as creating learning stations, using task cards, interviewing students, targeting different senses within lessons, sharing your own strengths and weaknesses, using the think-pairshare strategy, making time for journaling, grouping students with similar learning styles, questioning, and knowing your purpose. Students learned to maintain a strict learning regimen, respect classroom norms, work in groups, and solve issues on their own after using the aforementioned tools. This research looked at the benefits of differentiated teaching with forty CBSE 7th grade students. The study's major findings suggested that diversifying learning methodologies and employing small group instruction aided and increased students' learning competency in biology. Almost all of the students increased their readiness level using the differentiated instructions. This is evident that the learners' readiness level scores obtained through one sample t-test. The students' confidence in studying biology rose as a result of the positive adjustment in their learning pattern.