Differentiation (DI) in Higher Education (HE): Modeling What We Teach with Pre-Service Teachers

Abstract

Practices of teachers in the K-12 classroom have been established to include differentiated instruction (DI) as a means to meet the needs of students. However, practices in higher education (HE) have limited opportunities for faculty to model DI. Previous research on DI in HE has centered on the practices that are utilized with students in open dialogue and intentional design. This study explored teacher candidates’ level of familiarity with DI, perceptions of DI in HE, and intended future use of DI in their classroom instruction. Findings suggest that a difference exists with students’ level of familiarity between programs and years in a program.