DIFFERENTIATED INSTRUCTION: CONSIDERING EACH LEARNER’S UNIQUE LEARNING STYLE

Authors

  • Orziqulova Shaxnoza Odilovna Teacher, Department of English Language and Literature, Bukhara State Pedagogical Institute

Keywords:

Differentiated instruction, individualized learning, learning styles, student-centered teaching, adaptive teaching strategies, inclusive education, personalized learning, academic achievement, engagement, motivation, heterogeneous classrooms, teaching methods, assessment adaptation, learner needs, pedagogical approaches.

Abstract

Differentiated Instruction (DI) is a pedagogical approach that emphasizes tailoring teaching methods, materials, and assessments to accommodate the diverse learning styles, abilities, and interests of individual students. This approach aims to enhance student engagement, improve academic achievement, and foster a positive learning environment by recognizing and responding to the unique needs of each learner. The study examines the theoretical foundations of DI, practical strategies for implementation in classrooms, and its effectiveness in promoting equitable and inclusive education. The findings highlight that applying differentiated strategies leads to improved motivation, deeper understanding, and higher student satisfaction across heterogeneous learning groups.

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References

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.

Hall, T., Vue, G., & Strangman, N. (2002). Differentiated Instruction and Inclusive Practices. Journal of Special Education Technology, 17(3), 45–52.

Sousa, D., & Tomlinson, C. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree Press.

Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners. Minneapolis, MN: Free Spirit Publishing.

Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What Makes Good Teaching? Alexandria, VA: ASCD.

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Published

2025-10-27

How to Cite

Orziqulova Shaxnoza Odilovna. (2025). DIFFERENTIATED INSTRUCTION: CONSIDERING EACH LEARNER’S UNIQUE LEARNING STYLE. Journal of Applied Science and Social Science, 15(10), 1372–1377. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/2237

Issue

Vol. 15 No. 10 (2025): Volume 15 Issue 10

Section

Articles

License

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