A CASE STUDY OF DIFFERENTIATED INSTRUCTIONAL STRATEGIES CONDUCTED IN THE CLASSROOM WITH TEACHERS IN A CBSE SCHOOL, PALLAVARAM

The research study focused on the effects and implementation of using Differentiated Instruction (DI) in
one Private CBSE School, Pallavaram, Chennai, Tamilnadu, in India. One group is taught circulatory
system in the traditional one-size-fits –all instruction and the other group using the differentiated
instructional mode. The practitioner modified the classroom instruction based on the students’ interests.
Students were surveyed after the implementation of the DI methodology to measure the impact of DI on
their involvement in varied chosen standardized activities. Maslow’s theory of hierarchy was used to
collect the data, with reference to the researcher’s observation. Since there was a gap in incorporating
the differentiated instructional strategies with the results based on the Maslow’s theory , hence the
practitioner adopted the ten different standardized instructional strategies :- i)Create learning stations
ii)Use task cards iii)Interview students iv)Target different senses within lessons v)Share your own
strengths and weakness vi)Use the think- pair share strategy vii)Make time for journaling viii)Group
students with similar learning styles ix)Questioning x)Know your purpose and try it as an action research
with the experiment and controlled groupApart from the case study, a qualitative survey (attached as
Appendix A) was also used to delve deeper into the understanding of DI in teaching Biology. This study
is aimed at introducing Differentiated teaching strategies in teaching Biology to students of grade 7 in a
private CBSE school. This paper deals to find out whether there is any significant impact of differentiated
instructional strategies on the student interest and on the process of learning activities amongst grade 7
students.