This dissertation aims to research the extent to which differentiated instruction is being practised in local state schools. The National Minimum Curriculum (1999) highlights the respect for diversity in eleven out of fifteen principles, stating that pedagogies used should respect each individual child. Teachers’ instruction ought to be differentiated in order to cater for the diversity of pupils’ learning patterns. Teachers have to highlight the strengths from each individual child and through their professionalism, support them further in levels, which are in their early stages of development, in order to succeed. A triangulation method of research used throughout this dissertation, involved the study of three schools. Three research tools were used; questionnaires, observations and interviews, to study the teachers’ perceptions and practice. Teachers alleged that the Maltese Educational System is working against differentiation through streaming and exams. They feel pressured when dealing with the content, time constraints and parents’ expectations vis-à-vis differentiated teaching.

B.Ed. (Hons.)
May 2004

Keywords:

Differentation Learning Patterns Intelligencies Assessment
Teaching Strategies