Using Differentiated Instruction to Promote Creativity, Critical Thinking and Learning: Perspective of Teachers
DOI:
https://doi.org/10.47941/jep.1227Keywords:
Differentiated Instruction, Creativity, Critical Thinking, Cooperative Teaching and learning, learning stylesAbstract
Purpose: The purpose of this study was to investigate Basic School teachers' perspectives on the use of differentiated instructional approaches to promote creativity, critical thinking skills, cooperative teaching, and learning in the Ho-West District of Ghana.
Methodology: A descriptive research design was employed, and a simple random sampling technique was used to select 289 teachers for the study. The data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) to compute descriptive statistics such as mean, standard deviation, and percentages.
Findings: The findings of the study indicated that the teachers in the Ho-West district had a good understanding of differentiated instructional strategies and their impact on student performance. Additionally, the teachers were aware of how differentiated instruction can affect pupils' knowledge and skill acquisition and recognized the importance of learning styles, motivation, and encouragement in improving learning outcomes.
Unique Contribution to Theory, Policy and Practice: This study makes a unique contribution to the field of education by providing insights into Basic School teachers' perspectives on the use of differentiated instructional approaches in promoting creativity, critical thinking skills, cooperative teaching, and learning in the Ho-West District of Ghana. The study's findings highlight the need for in-service programs, workshops, seminars, and short courses on differentiated instructional strategies to enhance teachers' practical training and further develop their existing knowledge of differentiated instruction. These findings have significant implications for theory, policy, and practice in education, particularly in the Ho-West District of Ghana. The study recommends that the Ho-West District directorate of the Ghana Education Service and stakeholders in education should organize such programs to enhance teachers' ability to apply differentiated instructional strategies and enhance creativity, critical thinking skills, and cooperative teaching and learning among pupils in the district.
Downloads
References
Abora, S. O. (2019, February 20). Investigating Teachers' Knowledge and Practices of Differentiated Instruction in Ghanaian Primary Schools. University of Education, Winneba. Retrieved from http://ir.uew.edu.gh/
Abosi, C. O. (2014). Instruction in education in Ghana.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions:A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134.
Agbenyega, J., & Deku, P. (2014). Building New Identities in the Schools of Ghana: Does Inclusive Education Suffer? Current Issues in Education, 14(1). Retrieved from http://www.cie.asu.edu/
Allcock, S., & Hulme, J. (2010). Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16(2), 67-79.
Allison, B. N., & Rehm, M. L. (2007). Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms. Middle School Journal, 39(2), 12-18.
Anderson, K. (2009). What does the Literature on Differentiated Instruction Recommend to Teachers who the Needs of all their Students? A research paper submitted to the faculty of the department of physics.
Atiku, S. O., & Anane-Simon, R. (2022). Stimulating Creativity and Innovation through Apt Educational Policy. In Z. Fields, Achieving Sustainability Using Creativity, Innovation, and Education: A Multidisciplinary Approach (pp. 113-133). IGI-Global.
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285-302.
Beghetto, R. A. (2007). Prospective teachers' beliefs about imaginative thinking in K-12 schooling. Thinking Skills and Creativity, 3(2), 134-144.
Bishka, A. (2010). Learning styles fray: Brilliant or batty? Performance Improvement, 49(10), 9-13.
Borges, Ã., & RodrÃguez-Dorta, M. (2015). Assessment of the teaching quality of teachers of primary and special education. Journal of Education Research, 9(3).
Brinkman, D. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 48-50.
Brion, C., & Cordeiro, P. (2019). Lessons Learned from Observing Teaching Practices: The Case of Ghana. Journal of Education and Practice, 10(12). doi:10.7176/JEP
Caine, R. N., & Caine, G. (1990). Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership, 48(2), 66-70.
Case, R. (2005). Moving critical thinking to the main stage. Education Canada, 45(2), 45-49.
Creswell, J. (1994). Research design: Qualitative & quantitative approaches. Sage Publications, Inc.
Cunningham, W. G., & Cordeiro, P. A. (2013). Educational leadership: A bridge to improved practice.
Curriculum Research Development Division. (2012). Teaching syllabus for integrated science.
Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529-544.
Diakidoy, I. N., & Kanari, E. (1999). Student teachers' beliefs about creativity. British Educational Research Journal, 25(2), 225-243.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction.
Fleith, D. D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 3, 148-153.
Flowerday, T., & Schraw, G. (2000). Teacher beliefs about instructional choice. Journal of Educational Psychology., 92(4), 634-645.
Fridley, W. L., & Fridley, C. A. (2010). Some problems & peculiarities with the learning styles rhetoric and practice. Journal of Philosophy & History of Education, 21-27.
Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach.
Gardner, H. (1993). Frames of Mind.
Geist, E., & Hohn, J. (2009). Encouraging creativity in the face of administrative convenience: How our schools discourage divergent thinking. Education, 131(1), 141-151.
Gibson, L. E. (2005). Addressing the Needs of Diverse Learners through Differentiated Instruction. A Thesis Presented to the Faculty of Humboldt State University.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.
Hong, E., Hartzell, S. A., & Greene, M. T. (2009). Fostering creativity in the classroom: Effects of teachers' epistemological beliefs, motivation, and goal orientation. Journal of Creative Behavior, 43(3), 192-208.
Horng, J., Hong, J., ChanLin, L., Chang, S., & Chu, H. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.
Hoy, A. W., & Hoy, W. K. (2013). Instructional leadership: A research-based guide to learning in schools. Pearson Education New Zealand.
Jaskyte, K., Taylor, H., & Smariga, R. (2009). Student and faculty perceptions of innovative teaching. Creativity Research Journal, 21(1).
Kampylis, P., Berki, E., & Saariluoma, P. (2008). In-service and prospective teachers conceptions of creativity. Thinking Skills and Creativity, 4(1), 15- 29.
Kaufman, J., & Sternberg, R. (2007). Creativity. Change, 39(4), 55-58.
Kuyini, A. B. (2019). Tamale Metro Poor Performance in BECE: Implications and suggested Actions. The Ghana News Agency. Retrieved from http://www.ghanaweb.com./
Laird, D., Holton, E. F., & Naquin, S. (2003). Approaches to training and development: Revised and updated.
Levy, R. (2008). Meeting the Needs of All Students through Differentiated Instruction: Literacy Instruction in Grade 2/3 Classrooms. Literacy, 3-9. Retrieved from http://www.0proquest.umi.com.garfield.ulv.edu
Loredana, L., Frederick, J. M., Free, D. B., & Koen, L. (2022, October). Teachers' Perceptions of Critical Thinking in Primary Education. International Journal of Instruction, 15(4), 1-16.
McCombes, S. (2019, May 15). Descriptive Research | Definition, Types, Methods & Examples. Retrieved from Scribbr: https://www.scribbr.com/methodology/descriptive-research/
McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education.
Ministry of Education - MoE. (2013). Draft Inclusive Education Policy.
Pashler, H., McDaniel, M., Rohrer, D., & al, e. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 105-119.
Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges. 3-24.
Powell, G. (2000, July 29). Elections as Instruments of Democracy: Majoritarian and Proportional Visions. Retrieved from http://www.jstor.org/stable/j.ctt32bwg8.1
Pratt, D. D. (1993). Andragogy after twenty-five years. New Directions for Adult and Continuing Education, 57(57), `15-23.
Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education.
Saebø, A., McCammon, L. A., & O'Farrell, L. (2007). Creative teaching - teaching creativity. Caribbean Quarterly, 205-215, 248-249.
Santamaria, J. L. (2009). Culturally Responsive Differentiated Instruction: Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners.
Scott, C. (2010). The enduring appeal of "learning styles". Australian Journal of Education, 54(1), 5-17.
Simplicio, J. S. (2000). Teaching classroom educators how to be more effective and creative teachers. Education, 120(4), 675-680.
Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.
Thayer-Bacon, B. J. (2000). Transforming critical thinking: Thinking constructively.
Tomlinson, A. C. (2001). How to differentiate Instruction in Mixed-Ability Classroom (2nd ed.). Virginia: Association of Supervision and Curriculum Development Alexandria.
Tomlinson, C. (2004). Sharing Responsibility for Differentiating Instruction. Roeper Review, 26(4), 188-198.
T-TEL Professional Development Programme. (2015, September 2015). Creative Approaches. Retrieved from oer.t-tel.org
Tuo, X., & Beili, Z. (2021, November 26). Improving thinking skills in early childhood using effective teaching strategies. Aggression and Violent Behavior, 1359-1789. doi:101704
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
