Differentiated Instruction: Understanding and Applying Interactive Strategies

Differentiated instruction adapts teaching methods to accommodate students' individual needs, abilities, interests, and learning styles (Tomlinson, C. A. McTighe, J., 2006). The goal is to enhance learning by addressing unique learning processes through diverse strategies. Recognizing student diversity is crucial, as learners progress at different rates and with varied methods (Tomlinson, C. A., 2005). In Kosovo, implementation faces challenges due to limited understanding and training among teachers (Ismajli & Imami-Morina, 2018). A quantitative study involving surveys and structured interviews with 200 students, 30 teachers, and 30 parents examined interactive strategies' influence on learning. Findings indicated that teachers often do not prioritize student interests when planning lessons, with 40.62% undervaluing prior knowledge of these interests. Students favored active participation over standardized testing, and non-public school students were more engaged than those in public schools. Parents in non-public schools were satisfied with student engagement, whereas public school parents highlighted challenges from large class sizes. Recommendations include ongoing professional development for teachers, parental collaboration for personalized insights, and revising curricula for greater flexibility to meet varied student capabilities. Despite discussions on differentiated instruction, challenges remain in training and resources, necessitating a shift toward active and individualized learning strategies for effective implementation.