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1.8 GHIA TDCI 5d 125 BHP
- Year of Reg2009
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- Engine Size1753 cc
- ColourGrey
- Previous owners4
- Body StyleMPV
- TransmissionManual
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We are your new West Midlands RAC Approved Dealer. All Cars are inspected and an 82 Point Check List Report comes with the Car.RAC Approved Dealer, For Service Details Please View Images, Sales Line Open Till 9.00pm , Call Steve 0774763329 For Service Details Please View Images , Sales Line open till 10pm 07747633329 Steve, Remote Central Locking- Electric Windows and Mirrors- Air Conditioning, Radio MP3 Cd Player, Climate and Cruise Control, Alloy Wheels, Full Parking Sensors, Electrically Adjusted Seats
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- Length4820mm
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Italy to Crete
My route from Trento, Italy to Iraklion, Crete. The weather quickly deteriorated over the boot of Italy as I progressed further south towards Greece. I fought for improved vectors multiple times as ATC kept directing me in to cumulonimbus weather. Position reports were annoyingly required every 10 minutes as there was no radar coverage off-shore.
Ionian sea between Italy and Albania.
Time for dinner and a cold beer.
On approach to Iraklion, air traffic control placed me in to a 15 minute (8 turn) hold at 1500 feet off the coast of Crete. I declared "low on fuel" , but this was ignored by the authorities. Finally, I was released to land in between heavy jet traffic. My 75 knot final approach speed was not helping matters. This airport is incredibly busy with often long hold times for both arriving and departing traffic.
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Research Methods
`Differentiated Instruction: An evaluation of the effectiveness of instructors strategies used inthree post secondary schools in the Caribbean region.
By:Sasha GoodridgePaula MarcelleNyeisha George-Minott
sashagoodridge.3@ email@example.com@my.open.uwi.edu
Madgerie Jameson-Charles
Course Coordinator:
Differentiated instruction is the practice of modifying and adapting materials, content, studentprojects and products and assessment to meet the learning needs of students (Jesus, 2012). Itis based on the premise that students learn best when their teachers accommodate thedifferences in their readiness levels, interests and learning profiles (Weebly, 2014). Theintent of differentiated instruction is to maximize each student's growth and individualsuccess by meeting each student where he or she is, rather than expecting students to modifythemselves for the curriculum (Huebner, 2010).
In the Caribbean, the tertiary level landscape comprises of a range of tertiary levelinstitutions: the regional university, national public universities, private and offshoreuniversities, private and public colleges, polytechnics and external colleges and universitiesoffering a wide range of certificate, diploma and degree programmes to students. In tertiaryinstitutions the teacher centered instructional strategy of lecturing is common. Academicsuccess however is hampered because this does not cater to students of various diversities andbackgrounds. Mastery of learning tasks can be obtained through a varied choice ofdifferentiated strategies (Lightweis, 2013).Most of the literature on differentiated instruction is confined to the North American contextand mainly at the elementary and high school level. Recognizing that the cultural borrowingof educational policies and practices has its advantages and disadvantages due to individualsocietal culture, the significance of this research is to bridge the gap in the literature byexploring differentiation instruction at the postsecondary level in the Caribbean region wherethe culture is relatively homogenous. The results of this study can possibly guide futureresearch or current practices by educators, thus improving student attainment. Thus, thepurpose of this study is to describe the instructional strategies that are being incorporatedwith differentiated classrooms in three Caribbean islands Antigua and Barbuda, Barbados andTrinidad and Tobago at the postsecondary level and determine the level of success of thesestrategies in Caribbean classrooms amongst students aged 16-25 years.
In view of the aforementioned, this research purports to answer the following researchquestions1.
What are the differentiated instructional strategies used in post secondary schools?
classes?Keywords: differentiated instruction, post secondary or tertiary education, caribbeanclassroomLiterature ReviewWhat are the differentiated instructional strategies used in post secondary schools?Differentiated instruction is a method of designing and delivering instruction to best reacheach student (Weselby, 2014). It is based on the belief that learning experiences need to bedesigned and adapted to meet students individual and diverse needs in order to facilitatestudent success (Santangelo and Tomlinson, 2009). Differentiated Instruction is set in thesocial constructivist learning theory, which promotes instructional strategies that facilitatesinstructional enhancement, classroom change and redevelopment, within the context of socialinteraction (Subban, 2006).
In educational settings, the student population is becoming more diverse. Santangelo andTomlinson (2009) indicated that they evidenced changes among the post secondary studentpopulation related to race, ethnicity, gender, economic class, nationality and age. They furtherstated that there has been a dramatic rise in enrollment among students with disabilities. Inthis changing educational climate, it is believed that teachers need to be flexible in theirapproach to teaching; a one size fit all approach to teaching is no longer appropriate(Santangelo and Tomlinson, 2009). This means that educators are challenged to cater to theneeds of a diverse student body, by changing the teaching strategies to fit the needs of the
learners. Teachers can differentiate instruction in three ways, content, process and productsbased on their understanding of students readiness levels, interest and learning profiles(Tomlinson and Santangelo, 2009).
Process differentiation will be the focus in this literature review. It refers to the ways in whichthe content is taught, how teachers teach and how students learn (Levy, 2008). Processdifferentiation can be defined as sense-making activities that allow each student to increasehis or her level of understanding about the topic being taught (Santangelo and Tomlinson,2009). According to Joseph (2013) differentiating the process within a lesson refers to howthe learners come to understand and assimilate facts, concepts, or skills. Process tasks allowstudents to begin thinking about, working with, and personalizing information after they stoplistening to the teacher or reading text materials (Santangelo & Tomlinson, 2009). Threeprocess differentiated strategies, which are social constructivist learning strategies will bediscussed. These are problem based learning, tiered activities and cooperative learning.
context (Jesus, 2013). Researchers believe that this instructional technique can be used topromote interactive, engaging and collaborative instruction that is congruent with studentsinterests, beliefs and background experiences as well as promote efficacy in students(Tomlinson and Santangelo, 2009). It also provides students with the thinking andcollaboration skills required in the workplace (Jesus, 2012). In a contrasting perspective toproblem based learning, a 2006 study by Kirschner, Sweller, & Clark (2006) presentedevidence for the superiority of guided instruction. These researchers suggest that despite thepopularity of unguided and minimally guided instructional approaches, these have proved tobe less effective than instructional approaches that place strong emphasis on socialconstructivist instructional strategies.
Stephen Joseph (2013), noted that process differentiated strategies are sense making activitieswhich allow students to increase their understanding of the topics being taught. One processdifferentiated strategy suggested by Joseph (2013) is tiering activities. These activitiesfacilitate various levels of complexity to optimize every students classroom experience. Intheir study of differentiated instruction in postsecondary environments, Santangelo andTomlinson (2009) indicated that tiered activities were used to address varied levels ofreadiness of students. In a post secondary introductory level graduate course on Educationand psychology, two groups of students with little experience or knowledge were assigned aJigsaw activity and each group member became an expert on one stage in the eligibilityprocess and taught what they learned to their peers (Santangelo and Tomlinson, 2009).Concurrently, another group were assigned a role-play activity that simulated a contentiousplacement meeting for a student with a learning disability and then reflected on theexperience. They further stated that homework assignments corresponding to tiered activitieswere also structured to ensure that students had opportunities to reinforce fundamental
understanding and to extend their inquiry when appropriate (Santangelo and Tomlinson,2009).
Joesph (2013) noted that process differentiated strategies is not only based on how theteacher decides to teach (lecture for auditory learners; centres for tactile learners; small groupand whole group), but also the strategies the teachers encourage students to use to facilitatethorough exploration of the content taught. This can be done by way of higher-order thinking,open-ended thinking, discovery, reasoning, and research (Bailey & Williams-Black, 2008).One such strategy that can further develop research and discovery learning is cooperativelearning. Jesus (2012) in his article Differentiated Instruction recommended cooperativelearning as the main recommended instructional strategy. Cooperative learning is theinstructional use of small groups so that students work together to maximize their own andeach others learning.
Findings from Joseph (2013) study on pre and post service teachers on their use ofdifferentiated instruction, showed that the frequently used method of differentiated instructionby teachers is group work.
(53% ) of respondents indicated that their students work in groups some of the time, thirtynine percent (39%) stated that their students work in groups most of the time, however onlyeight percent ( 8%) indicated that their students worked in groups all of the time. Theteachers in the study indicated that group work is used to assist students in exploringconcepts taught in the lesson and to facilitate interaction among students with varyingabilities. However, in the same study by Joseph (2013), the most frequently useddifferentiated strategy was not cooperative learning but graphic organizers, especiallycreative writing and role playing to assist students. This was however in infant classes and
differentiated strategy, according to the study mentioned above, a minority of teachers usecooperative learning as a differentiated strategy consistently (Joseph, 2003).What is the level of success of the differentiated instructional strategies in post secondaryschool classrooms ?Scigliano & Hipsky (2010) identified five benefits derived from differentiated learning; theseare:18.104.22.168.5.
To support these findings, a growing body of research shows positive results for fullimplementation of differentiated instruction in mixed-ability classrooms (Rock, Gregg, Ellis,& Gable, 2008). In one three-year study, Canadian scholars researched the application andeffects of differentiated instruction in K12 classrooms in Alberta. They found thatdifferentiated instruction consistently yielded positive results across a broad range of targeted
groups. Compared with the general student population, students with mild or severe learningdisabilities received more benefits from differentiated and intensive support, especially whenthe differentiation was delivered in small groups or with targeted instruction (Huebner, 2010).Further to this study, a longitudinal study on k-12 classrooms was used to highlight theresearch findings that students across a broad target group achieve highly, withindifferentiated classrooms. These findings are supported by a study of 31 teachers and 645students by Tiesco. The study found that high performing students who experienceddifferentiated instruction performed better than high performing students in traditionalclassrooms (Huebner, 2010). In Santangelo and Tomlinson (2009) assessment of their studyof differentiated instruction indicated that the efficacy associated with differentiation at theK-12 setting can also be realized in a post-secondary environment. The success of thesestrategies in the K-12 setting provides valuable input for higher education institutions toincorporate these strategies in their classrooms. However, the lack of success may stem fromthe amount of time and resources college professors would need to create a variety ofinstructional materials and activities to engage students (Lightweis, 2013).
ConclusionDifferentiated instruction which was developed to cater to a diverse student population, isbased on the Social constructivist theory. There are three differentiated processes; these arecontent, process and product. This paper concentrated on instructional strategies that
developed process differentiated instruction. Research has shown that when differentiatedinstruction is used in secondary and postsecondary settings, students perform highly.Caribbean research has shown that teachers use differentiated strategies but not consistently.Further research therefore needs to be conducted to determine the process differentiatedstrategies used by teachers in post secondary settings, and the success of these strategies.
RESEARCH METHODOLOGYIntroductionThe purpose of this study is to examine the instructional strategies that are being incorporatedwith differentiated classrooms in three Caribbean islands Antigua and Barbuda, Barbados andTrinidad and Tobago at the postsecondary level and determine the level of success of thesestrategies in Caribbean classrooms amongst students aged 16-25 years. The methodologychosen to explore these research questions will be explored and justified in this section.
Methodological FrameworkA range of paradigms have been developed that can be applied to the field of educationalresearch (Scott and Morrison, 2006). The description of research paradigms has beensummarized by Bassey (1999) as a network of coherent ideas about the nature of the worldand the function of researchers which, adhered to by a group of researchers, conditions thepatterns of their thinking and underpins their research actions. The research methods that arechosen should allow for direct investigation of the research questions. The empiricismparadigm accepts that facts can be collected about the worlds through language that allows usto represent those facts whereas the interpretivism paradigm emphasizes on the way humanbeings give reason to their lives (Lumby and Coleman, 2007). These two paradigms supportqualitative and quantitative research methods. The quantitative positivism research is a
rational, linear process that has been heavily influenced by scientific method with corefeatures of concept formation, measurement, causality, generalizations, and value-free.Qualitative research on the other hand, has a number of features such as subjectiveness,detailed observations, holistic, process driven and focuses on words rather than numbers usedby the quantitative methodologies. Mixed methods combine both the qualitative approach andthe quantitative approach. It has the advantage of providing the best opportunity of addressthe research questions. For the purpose of this small scale research however, mixed methodswould not be used to due time limitations.
Punch (2005) asserts that the research problem influences the research methodology.Based on the keywords of the research questions, a mixed research approach should be used.A question such as to examine the instructional strategies that are being incorporated withdifferentiated classrooms in three Caribbean islands Antigua and Barbuda, Barbados andTrinidad and Tobago at the postsecondary level is more descriptive in nature, and thus moreeasily lends itself to qualitative questions. However, since mandated to limit our research toone method, and since the researchers are focused on hypothesis validation rather thanhypothesis formulation, a quantitative approach will be used to test the frequency of themesfrom the literature of differentiated classroom at the postsecondary level. The second researchquestions with keywords such as to what extent, and what is the relationship, suggests a morequantitative research design to test the strength of association between the variables that arebeing considered.
Research designA number of strategies were considered prior to selecting the survey approach.The surveydesign is a quantitative research method that utilizes a questionnaire to obtain the researchdata. According to Hutton (1990), the survey design is a method of collecting information by
The survey design was used for a number of reasons. Firstly, it is the most advisablemethodology where the research objective is to gather information about attitudes, opinionsor characteristics (Hutton, 1990) in this study to determine the differential strategiesteachers are using within classrooms. Secondly, since the data is being collected from threedifferent schools in three different locations, the data would be collected in a standardizedform (Hutton, 1990). Thirdly, quantifiable differences between groups or relationshipsbetween variables could be determined and finally, it allows for the collection of data indifferent geographical locations. On the flip side, survey research has the disadvantages ofbeing costly and time consuming for inputting data, coding and analyzing the results (Hutton,1990).
Survey research also enjoys the advantage of flexible to the level of analysis need, thus it canbe used to give frequency counts for discovery, it can allow for two way table or correlationsbetween variables, and at the more complex level, it can be used for multi-variate analysis
among variables (Fogelman & Comber, 2006). Thus, both simple and sophisticated statisticalanalysis can be done on the results.
Research ToolsAs the teachers are geographically dispersed in three different countries, single-handed onsite research had practical limitations. Participants will be informed about the research by anintroductory email. A hyperlink for an electronic-survey is provided for the site that hosts thesurvey questionnaire.
The Survey Monkey online product was chosen as it allowed the researcher to create thesurvey with answers in logic order, and post the survey to website for the participants withthe link to complete. This also allowed for ease of analysis as all researchers aregeographically dispersed. The software program also allowed for the results to be generatedwith some statistical analysis to each question and the results could have been exported toother statistical software for further statistical analysis of the data. The online survey softwarehas the additional advantage that allows for the results to be displayed in real time. On the
other hand, despite the real-time and statistical analysis features of online surveys, lowresponse is an issue as Fogelman and Comber (2002) asserts that respondents may not bemotivated to complete the online questionnaires.
The questionnaire as a survey instrument allowed for the teachers perceptions and practicesof differentiating instruction and their level of success with this process. The front page of thequestionnaire consisted of a covered letter (see appendix A), which introduced the study;describe the purpose of the study, and a statement on the confidentiality of the participantanswers. The success of this instrument involved beginning with the end in mind andcarefully crafting questions that were measurable, unambiguous, precise and non-complex.Given that the review of the literature proved that there are many sub activities associatedwith the differentiation of the content, process, and the product through consideration of thelearners readiness, interest, and learning profiles, substantial amount of data needed to begathered on each of these variables to determine whether the instructors lessons followedthese characteristics. The items in the questionnaire were designed around the variables in theframework from the literature. An explanation on the type of scales used e.g. ranking 1 to 5,and continuous scales e.g. strongly agree to strongly disagree were done for each questions toensure the respondents understood what the scales mean for the questions.
Context Issues
The researchers have worked at the institutions used as facilitators, thus accessing theorganization was not difficult. Formal letters will be sent to each schools administratorsinforming them of the research, and to the IT department of each school for the electronicsurvey link to be electronically mailed to the tutors as well. The time period the survey link
would have been active for was also stated. The IT department also made several follow upemails reminding participants to assist the researcher by completing the questionnaire. . Thefamiliar cohort of tutors were chosen as a matter of convenience as the tutors knew the staffand had more interactions with them, and thus were more likely to open up and discusscurriculum issues. Using this cohort also meant the researchers were familiar with contextand its associated challenges specific to the course taught, thus minimizing misunderstandingof instructional issues.
The populationThe population under study is 130 instructors or teachers. The population is the total numberof teachers or instructors at three tertiary educational institutions in Antigua and Barbuda,Barbados and Trinidad and Tobago.
An explanatory letter was given on the front page of the online questionnaire survey, whichallowed for informed consent about the objectives of the research. The letter also promised toprotect the participants from harm, violation of privacy and the assurance of completeanonymity. As the interviewees were all peers of the researchers, it was expected that theinformation exchanged was truthful as there was no perceived threats to job security due tothe level playing field between the two.
ValidityValidity tells us whether an item measures or describes what it is supposed to measure ordescribe. If an item is unreliable, then it must also lack validity (Bell, 1987). Thequestionnaire tool can be considered to be internally valid as the items on the questionnairesinvestigate the themes of differentiation based on the themes and the findings from theliterature review.
In relation to the questionnaire survey, internal validity may be comprised in cases where therespondents did not complete the questionnaires accurately. This accuracy should have beenchecked by the methodological triangulation of the semi-structured interviews. Since all therespondents would have been schooled up to the bachelor degree level minimum, therespondents should have been able to complete the questionnaires accurately, thus improvinginternal validity. Additionally, internal validity may have been compromised due to the lowresponse rate, as those lecturers who did not participate may have responded differently tothose who have participated significantly enough to change the results and hence theconclusions that were drawn. Other than internal validity issues from the respondents, thequestionnaire survey instrument was piloted and discussed with peers to determine whetherthe objectives of the research could have be obtained from the nature of the question items.
The findings of the questionnaire survey do have external validity, as the sample size was theentire population, although the respondents would represent those who have responded to thee-mail survey link. Thus, each element or respondents can be considered to be representativeof the wider population of facilitators. Thus generalizations can be made. Another researchershould also be able to replicate the findings in another higher-education distance institute andobtain similar results barring cultural differences in order for external validity of this study tobe widely accepted.
ReliabilityReliability demonstrates that the operations of a study such as the data collection procedurescan be repeated with the same results (Yin, 1994). In an attempt to safeguard reliability of thequestionnaire survey is obtained through the fixed order of appearance of the question itemsto all participants on their computer screens and mobile devices. Thus, the questionnaireinstrument was standard.
Analysis of dataThe data collected will be analyzed depending on the nature of the question. Question 1 and 2the mode and percentages will be utilized and this will determine whether the populationsurveyed has engaged in differentiated instruction either in the past or presently. In question 3through 5 a bar graph and a comparative bar graph will be drawn to compare the frequencyeach strategy is used for each mode of instruction. This will allow for a visual depiction onthe strategies teachers use to be displayed. Question 6 will be analyzed using correlationalanalysis to determine the effect of each identified qualifier had on level of perceived successof differentiation instruction. Question 7 and 8 will be described on histograms as they arecontinuous data. To determine whether years of experience affects teaching strategy acorrelation will also be done for question 7 and 8. Question 9 will be described viapercentages and this shows whether the composition of the sample is reflected of the genderdivide of the teachers in general. For the open ended question 10, content analysis will beperformed to determine whether there are additional emerging themes that provide greaterinsight into the phenomena and by the frequency and use of key terms conclusions can bedrawn.
Presentation of FindingsThe questionnaire consisted of ten questions and were distributed to three different tertiaryeducation institutions in Barbados, Antigua and Trinidad and Tobago. Thirty questionnaireswere distributed over a period of five days, however, 26 questionnaires were returned.This isa 87% return rate.Demographic DataThe demographic data indicated that more females responded than males. Out of the 26respondents, 21 were female and 5 were males. In terms of work experience, as seen in table1, the majority, 35 % of the respondents have been teaching for between 6 to 12 years, whileonly 4% were teaching for over 25 year.31 % have been teaching between 13-18 years and15% of the respondents respectively have been teaching for 0-5 and 19-24 years.Years ofexperience
No of respondents
0-5 years
6-12 years
13-18 years
19-24 years
Over 25 years
once aweek
1-3 times amonth
tiered activity
cooperative learning
tactile learning
Figure 2.1: A table showing the differentiated strategies used for face to facedifferentiated classrooms.For a visual representation of the above data a comparative bar graph was drawn and isdepicted in the chart below:
The differentiated instructional strategy teachers use the most in face to face interaction in adifferentiated classroom is the jigsaw method. Forty two percent of the respondents use
jigsaw every class, while 19% use it once a week, 19% use it 1-3 times a month, and 8% oncea term. Teachers also use tiered activities and tactile learning every class 23 percent of thetime respectively.
The below table shows the use of differentiated instruction strategies in an online classroom..Activity
tierred activity
Figure 2.2: A table showing the differentiated strategies used in online classes
Figure 2.3: A bar chart showing the differentiated strategies used for online classesThe data from figure 2.2 and 2.3 show that jigsaw is the strategy used most in onlineclassrooms. This strategy is used every day. Similar results were obtained from face to faceclassrooms. However, cooperative learning
Figure 2.4 A bar graph showing the differentiated strategies used in hybrid classrooms
face to face
small-group discussion
The data from the table above clearly shows that the most frequently used strategy for threetypes of classroom is the jigsaw method was jigsaw, and the least method used on a dailybasis in the different types of classes is whole group discussions.
Comparative analysis of the strategies teachers have never used in the variousclassroomsComparative
whole-group discussion
problem-based learning
Figure 2.6The data from the table above indicate that many of the teachers in the three differentclassrooms have never used used small-group discussions (35%) , whole group discussions(58%) or cooperative learning (24%).
Teacher opinions on the the level of success of differentiated instruction within theclassroom.
From the data collected, teachers agree that differential instruction is beneficial in improvingstudent engagement, improving comprehension of subject matter, improve academicperformance and making a successful learner.The benefits are as follows:
EngagementIn terms of student engagement, the data clearly shows that the majority of respondents, 92%agreed that using differentiated instruction within the classroom engages students in the class.While only 8% disagree that students do not benefit from differentiated instruction. Not onlyengages them in the classroom but also makes them more connected with what is taught.Eighty four percent of the respondents, indicated that they agree that students connect withthe material more when differentiated instruction is used while 8 % disagree and 8% areunsure.
differential instructor helps students understand what is taught,. Furthermore, 84% of therespondents, noted that differential instruction improves problem solving skills while 78% ofthe teachers helps student understand concepts better.
Figure 3.0 a bar graph showing Differentiated classroom helps student to understandconcepts betterSkills students learnThe data clearly shows in figure 3.1 that students are successful in obtaining skills from adifferentiated learning classroom, These skills are research skills, problem solving skills andcollaboration skills.Figure 3, noted that seventy seven (77%) of teachers believe studentslearn collaboration skills from a differentiated classroom while only 8 % disagree and 15%are unsure. A higher percentage of teachers however agree that problem solving skills arelearnt in collaborative classroom. 84% of the teachers agreed on this, while 8% disagreedonly 4% were unsure. The least skill teachers believe students learn in a differentiatedclassroom is research skills. Sixty one percent of the teachers indicated that research skills arelearnt, 23% are unsure and 16% disagree.Skills learnt by students in differentiated classrooms
Disagree unsure
Collaborative skills
Research skills
Problem solving
Figure 3.1: A Table showing teacher views on if differential instruction helps studentsunderstand
Benefits to students.Differentiated classrooms benefit students in a number of ways. It allow students to besuccessful learners and it improves the performance of students in tests. The data clearlyindicates this. The diagram 4 shows clearly that 73% of the teachers agree that differentiatedinstruction improves the performance of students on tests.
However, 16 % disagree and 11% are unsure. Interestingly figure 5 shows that, althoughmost teachers , 69% agree, that differentiate instruction makes students better learners 23% ofthe teachers were unsure and 8 % disagree.
Figure 5: A pie chart showing differentiated instruction makes students more successfullearnersBenefits of Differentiated instruction to teachersAs indicated in figure 6, Seventy four percent (74%) of the teachers agree that differentiatedinstruction allows them to structure their classes in a way that supports a diversity of learners.A minority, 12 percent do not believe differentiated instruction allows them to structure theirclass, while 8% are unsure. One teacher did not respond.
In terms of the ability to reach students with different ability within the class, 84% of theteachers agree with the statement, however 12% disagrees with this statement and 4 % areunsure.
Discussion of FindingsThe frequency of use of various differentiated activities were analyzed by the mode ofinstruction. In the face to face mode of instruction, the most dominant type of activity waswhole group discussion which was used once per term accounting for 54% of the time,followed by cooperative learning accounting for 42%, whilst the jigsaw method was usedwith the greatest frequency of every class by 42% of the face to face instruction. Thus thejigsaw method was the most frequently used differentiated activity for face to faceinstruction.
With respect to the online mode of instruction, the jigsaw method was also most popular andmost frequently used of all the differentiation strategies which was similar to the face to facesettings. This similar trend suggests that the teachers are most comfortable with thistechnique and view it as viable method for increasing student chances of success.
For the hybrid learning or the mix between online and face to face modes of instruction, theresults seem to average off as tiered activities scored equally to the jigsaw method as themodal differentiation technique. Whilst there was a notable decline in the percentage ofrespondents who used these techniques in the hybrid setting, this may have been due to alower response rate by participants in this section of questionnaire. The trend of jigsawmethod still dominated.
Research has shown that differentiated instruction has many benefits to teachers and students.Scigliano and Hipsky (2010) identified five benefits derived from differentiated learning.These are:18.104.22.168.5.
In addition, Santangelo and Tomlinson (2009) indicated that differential learning allowedclasses to be structured in ways that reflect diversity and this assisted students in masteringthe content. The findings in this study supported the findings of Santangelo and Tomlinson(2009). Data collected from teachers in the three Caribbean countries of the study indicatedthat 74% of teachers believe differential learning allow them the opportunity to structureclasses to assist students in mastering content. This has the net effect of more studentsengaging in class, engaging with the content and obtaining better grades. The data alsosuggest that because students work in small groups, they learn collaborative skills as well asproblem solving skills. 88% of the teachers identified problem solving skills while 77%
identified collaborative skills. To a lesser extent teachers identified research skills as a benefitof a differentiated classroom.
ConclusionDifferentiation is a strategy that is popularly used by teachers in post secondary institutions inthe Caribbean at post secondary institutions despite the paucity of documentation on thispractice. From the type of activities that teachers used along with the frequency in which theyare applied in their lessons, there seems to be an inherent belief that there is some worth tothis practice. This is also reflected in the attitudinal response where teachers expressedfavourable beliefs in the practice of differentiated instruction and the effects on their efficacy.Teachers have indicated that the differential strategy used most frequently in all three types ofclassrooms is the jigsaw method,which is a cooperative learning method. They also indicatedthat students benefit greatly from differentiated instruction. These benefits include improvingengagement in class, to understanding content better to improving performance on tests aswell as learning collaborative and problem solving skills. Teachers also benefit from adifferentiated classroom, it allows them to cater to the needs of a diverse student body as wellas affording them the flexibility needed to structure their classes to cater to the needs of thestudents.In summary, the differentiated classroom strategies used in the three Caribbean islands is thejigsaw strategy, which is a small group, cooperative strategy, that allows students to fostercollaborative and problem solving skills with other students..
RecommendationsTeachers at the postsecondary level in the Caribbean should be more involved in thedocumentation of their success in the implementation of differentiated instructional strategies.
ReferencesBailey, J. P., & Williams-Black, T. H. (2008). Differentiated instruction: Three teachersperspectives. College reading association yearbook, 29, 133-151.
Bryman, A. (2012). Social research methods 4th edition. Oxford: Oxford University press.
Busher, H., & Clarke, S. (1990). The ethics of using video in educational research. usingVideo Recordings for Teacher Professional Development, Leeds: University of Leeds,School of education.
Fogelman, K., & Comber, C. (2002). Surveys and sampling. Research methods ineducational leadership and management, 93-107.
Hutton, P. F. (1990). Survey research for managers: how to use surveys in managementdecision-making. Springer.
Jesus, O. (2012). Differentiated Instruction: Can differentiated instruction provide success forall learners?. National Teacher Education Journal, volume 5, number 3, p. 5-11.
Kirschner A. P., Sweller J., & Clark E. R. (2006). Why Minimal Guidance During InstructionDoes Not Work: An Analysis of the failure of Constructivist, Discovery, Problem-based,Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), pp 75-86.
Lee C. (2016). Difference Between Secondary and Post Secondary Education.Retrieved from:Synonym: http://classroom.synonym.com/difference-between-secondary-postsecondaryeducation-1288.htmlLevy, H. M. (2008). Meeting the needs of all students through differentiated instruction:Helping every child reach and exceed standards. The Clearing House: A Journal ofEducational Strategies, Issues and Ideas, 81(4), 161164. doi:10.3200/tchs.81.4.161-164
Lightweis S. (2013). College, Success: A Fresh look Differentiated Instruction and Otherstudent-centered Strategies. College Quarterly, 16(3).Retrieved from:http://collegequarterly.ca/2013-vol16-num03-summer/lightweis.html
Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practicein education. Sage.
Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework fordifferentiating classroom instruction. Preventing School Failure: Alternative Education forChildren and Youth, 52(2), 3147. doi:10.3200/psfl.52.2.31-47
Ross, S. (2014). What are the advantages and disadvantages of using systematicsampling? Retrieved from http://www.investopedia.com/ask/answers/042415/what-areadvantages-and-disadvantages-using-systematic-sampling.asp
Scott, D., & Morrison, M. (2005). Key ideas in educational research. A&C Black.
Yin, R. (1994). Case study research: Design and methods . Beverly Hills.
Appendix ASample Invitation E-mail (Cover letter)Dear Respondent,I am a graduate student of the Instructional Design and Technology programme at theUniversity of the West Indies Open Campus. As part of a project for the course EDLS6507 Research Methods my group members and I are interested in examining the instructionalstrategies that are being incorporated with differentiated classrooms in three Caribbeanislands Antigua and Barbuda, Barbados and Trinidad and Tobago at the postsecondary leveland to determine the level of success of these strategies in Caribbean classrooms.Your responses will help provide a detailed description of instructional strategiescurrently in use in the Caribbean and will be compiled into much needed documentationwhich seems to be lacking in the caribbean context.If you are willing to participate in this voluntary study you will be asked to complete asimple online survey. This is unfunded research and is purely for completion of a mini projectas per the requirements of the course indicated. The research will be confidential in natureand the survey results will be reported in an aggregate manner.If you have question, concerns or complaints contact (state name) (state emailaddress) and (contact number). We appreciate your time and would like to thank you inadvance for participating. To access the survey, click on the link below:http://surverymonkey.com/.
QuestionnaireDifferentiated Instructional strategies in the Caribbean context
0 5 years
13-25 years
1 - 14 students
15 - 29 students
30 49 students
Over 50 students
b. Female
NoDo you presently use differentiated instruction in your classroom?
For each differentiated instruction listed below, select the frequency of use within
Once a
1-3 times a
Tiered activities
Tactile learning
Whole Group
discussionSmall groupdiscussionProblem Basedlearning7.
For each differentiated instruction strategy listed below, select the frequency of use in
Every class
discussionSmall groupdiscussionProblem Basedlearning8. For each differentiated instruction listed below, select the frequency of use within yourhybrid classrooms.
discussionSmall groupdiscussionProblem Basedlearning9. Using your understanding of differentiated instruction, please tick in the grid your beliefson the following1-Strongly Disagree
3. Unsure
4. Agree
5. Strongly
1Differentiated Instruction engages students in class.Differentiated instruction helps students connectwith what is being taught.The use of Differentiated Instruction strategieshelps students to understand better what is beingtaught than traditional methods of instruction.Using differentiated instruction in the classroomimproves students problem solving skills.Differentiated instruction assists students indeveloping collaborative skillsUsing differentiated instruction in the classroom
10. Please provide any feedback on this survey which may include unique strategies used oryour perception on the level of success of your differentiated instruction practices that youthink may be useful for the researcher.


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For holiday orders and gift items needed by Tuesday, December 24, please place your order on or before the dates and times listed below.
We recommend placing your order sooner than later due to uncontrollable circumstances with our shipping partners (such as weather delays or seasonal overload). Orders placed after these deadlines may or may not arrive on or before December 24.
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Stress Buster Week
Stress Buster Week aims to help students destress during the week leading up to finals.
The event lasts from December 2nd - December 12th and consists of many events throughout for students.
December 2nd - 5th - Free Snacks, School Supplies, + Printing, Tabling East Entrance (Level 3), 11AM - 1PM
Swing by and pick up some snacks, school supplies, and printing coupons for free printing (while supplies last)!
December 2nd - Free Breakfast from ASUU, Gould Auditorium (Level 1), 10:00 AM (while supplies last)
December 3rd, & 5th - Free Coffee, Gould Auditorium (Level 1), 11AM - 1PM
Stay caffeinated and swing by the Gould Auditorium for some free coffee, tea, and hot chocolate while supplies last.
December 3rd - Therapy Animals, Tabling East Entrance (Level 3), 11:30AM - 12:30PM
Pet some pups from Intermountain Therapy Animals and enjoy some fluffy relaxation.
December 4th - Sustainable Design Class Clothing Swap,(Gould Auditorium, Level 1) 9AM - 4PM
Students can swap clothing in an effort to bring awareness to the impact of clothing manufacturing, recycling and disposal.
December 4th - Super Smash Bros Ultimate Open Play (Protospace, Level 2), 1PM - 3PM
It's time to show your skills! We'll be on Level 2 playing Super Smash Bros Ultimate on the Nintendo Switch. Feel free to bring your own controllers. We will have a Gamecube controller adaptor as well.
December 4th - Dungeons & Dragons One-shot (Protospace, Level 2), 3PM - 7PM
We'll be hosting one shots of a Dungeons & Dragons 5th edition adventures! No experience required. Stop by for some games, pizza, and more!
December 9th - 10th - Donuts with the Dean, Tabling West & East Entrance (Levels 1, 3), 9AM - 10AM
Enjoy some donuts supplied by library dean, Alberta Comer (while supplies last).
December 2nd - 5th – Extended Library Hours, Open until 1AM
December 8th - 12th – Extended Library Hours, Open until 2AM


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See which of these themes still hold true today —
God planned incredible blessings for Abram and future generations.
- After this, the word of the LORD came to Abram in a vision: "Do not be afraid, Abram. I am your shield, your very great reward." Gen 15:1
- "Look up at the sky and count the stars–if indeed you can count them. .. . So shall your offspring be." Gen 15:5
Faith is what is important to God: "Abram believed the LORD, and he credited it to him as righteousness. Gen 15:6
God's plan would involve much hardship before the time of blessings: "Then the LORD said to him, "Know for certain that for four hundred years your descendants will be strangers in a country not their own and that they will be enslaved and mistreated there. But I will punish the nation they serve as slaves, and afterward they will come out with great possessions. Gen 15:13-14
God's plan will only be carried out at the right time. "In the fourth generation your descendants will come back here, for the sin of the Amorites has not yet reached its full measure." Gen 15:16
God's chose Abraham to create a people of His very own, who would revere Him. "The whole land of Canaan, where you now reside as a foreigner, I will give as an everlasting possession to you and your descendants after you; and I will be their God." Gen 17:8
God chose Abraham because he had the character to set the standard of righteousness for all generations: "For I have chosen him, so that he will direct his children and his household after him to keep the way of the LORD by doing what is right and just, so that the LORD will bring about for Abraham what he has promised him." Gen 18:19
A righteous man is of great worth to God: "Then the LORD said, "The outcry against Sodom and Gomorrah is so great and their sin so grievous….Then Abraham approached him and said: "Will you sweep away the righteous with the wicked?….. Then he said, "May the Lord not be angry, but let me speak just once more. What if only ten (righteous men) can be found there?" He answered, "For the sake of ten, I will not destroy it." Gen 18:20


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Route from Khalitakhali to Bardhanpara
The following map shows the route from Khalitakhali to Bardhanpara.
For more detailed information about any of the places please click on the place name.
• Khalitakhali
• Bardhanpara
Map optionsCurrent route: Khalitakhali -> Bardhanpara
Show reverse route: Bardhanpara -> Khalitakhali
DistanceRouteRoute by bikeRoute by foot