EFFECTIVENESS OF USING LEARNING STATIONS AS ONE OF THE DIFFERENTIATED INSTRUCTIONAL STRATEGIES IN TEACHING BIOLOGY WITH REFERENCE TO GRADE SEVEN STUDENTS UNDER CBSE BOARD (INDIA)

Differentiation is defined by the training and Development agency for schools as: “The process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. (Bartlett, 2015) The primary data for this study was collected from the grade 7 students of a Private CBSE school. The students were categorized into two groups namely control and experimental groups. In control group, 40 students underwent the regular teaching method. Whereas, in experimental group, 40 students underwent the differentiated learning strategic process. Based on the learner's readiness, interests, or learning profile, the instructor differentiated classroom components under content, process, product and learning environment.
The author of the research took to setting up Learning Stations to provide a well-balanced learning for a group of learners with a class size of 40. The Stations were broadly categorised as teacher-led, online and offline. Under each of these categories the differentiation was done for content, process, product, and learning environment. The topic chosen was Transportation in plants and animals. The Blended learning, provided unique data on assessments. The task assigned at each of the learning station whether teacher-led, online or offline, and the student outcomes were tested through a variety of formal and informal activities. On collecting both the qualitative and quantitative data of the group put to testing, the evaluation of the students was done. The experimental group were found to be better learning than the control group.