The Misconception in Differentiated Instruction Practices: A Literature Review

Abstract

This paper aims to stimulate reflective discussion about the misconception of differentiated instruction practice in the educational sector. Differentiated instruction gives students a big picture of knowledge instead of isolated knowledge and helps students to find their academic goals. While differentiating, teachers as a facilitator have to implement and arrange a differentiated learning opportunity for students. This idea widens the gap between teachers’ perception of how varied teaching should be used in the classroom. Most research encountered misconceptions among teachers not only in the differentiation practice but also due to low self-efficacy and motivation. Teachers need to break this barrier as teachers’ deception becomes a significant obstacle in applying differentiated instruction in the classroom. Teachers’ awareness of implementing differentiated instruction will affect the outcome for students. The role of teachers is one of the most critical factors in successful DI implementation. Besides, a regular teaching reflection may help teachers to conquer the basics of DI implementation. Teachers need regular professional development to break this misconception. Teacher professional development about differentiation can potentially promote all students’ achievement. Anticipating future misunderstandings may allow higher education to include differentiated instruction courses in teacher education. Most importantly, teachers must eradicate their misconceptions about differentiated instruction first to earn benefit from differentiation practice.