NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942361
Record Type: Journal
Publication Date: 2004-Jun
Pages: 7
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1471-3802
Enhancing Students' Learning through Differentiated Approaches to Teaching and Learning: A Maltese Perspective
Adami, Audrey Fenech
Journal of Research in Special Educational Needs, v4 n2 p91-97 Jun 2004
Within the context of Malta, differentiated teaching pervades the National Minimum Curriculum (NMC) published in 1999, in 11 of 15 principles that the NMC supports. The study seeks to explore how well prepared and equipped the teachers are with the necessary skills to fulfil a differentiated teaching approach. The aim of this research study was to explore the current pedagogical procedures teachers are adopting in order to ensure curriculum access to all students, and to what extent these actually reflect differentiated instructional strategies. Data was collected through questionnaires. All teachers in the school were asked to participate and the response rate was high. The results are therefore representative of this particular school but cannot be generalised to the whole teaching population. It was found that many teachers were taking an individualised role to teaching, and in the future the school will need to adopt policy decisions and a School Development Plan (SDP) which feature differentiation. Such an approach will be needed in order to encourage the teachers to utilise strategies that reflect a differentiated approach to teaching within a whole school context. In-service training will be required to enable teachers to be made aware of the varying ways of responding to the needs of all students through differentiated teaching approaches in order to provide paths to learning so that the classroom becomes a "good fit" for varied learners.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A