Exploring Effective Instructional Design Strategies in Differentiated Instruction in China: A Systematic Review (Poster 17)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Environments for Formal and Informal Education

Abstract

Differentiated instruction (DI) is an approach that allows teachers to proactively customize curriculum design to create meaningful classroom experiences. Since China’s New Curriculum Reform in 2001, DI has been extensively recommended to motivate teachers to be curriculum developers. Despite this popularity, few studies have identified the most effective instructional design strategies for DI. Hence, the purposes of this systematic review are to identify: 1) effective DI instructional design strategies used in China’s K-12 classrooms; and 2) the difficulties and challenges in DI. Our systematic review produced 48 instructional design strategies, which we then analyzed using Tomlinson’s (2016) Six Instructional Principles and What Works Clearinghouse’s (WWC, 2020) Educational Practice Guide.
Keywords: differentiated instruction, instructional design strategies, systematic review, K-12 education, China

Authors

• Haizhi Fu, Western University
  Presenting Author

• Mohammad Azzam, Western University
  Non-Presenting Author

• Anton Puvirajah, Western University
  Non-Presenting Author