Abstract:

The present four-month research cycle focuses on differentiation by student interest and aims to describe its effect on student literacy gains and psychosocial progress. It is part of a two-year action research on differentiated instruction implementation in 1st grade. Research has shown that linking instruction to student interest is academically beneficial (Skinner, Pitzer, & Steele, 2016; Krapp, 2002) and motivates students emotionally and cognitively (Ainley, Hidi, & Berndorff, 2002). Differentiated instruction seeks to enhance motivation and learning by adapting curricular elements according to student characteristics, one of which is student interests (Tomlinson, 2014:19). The theoretical framework for differentiated instruction draws upon Vygotsky’s work (1986:188) as well as contemporary research on the functioning of the brain and learning (Jensen, 2005:110; Sousa & Tomlinson, 2011:113). The study is located within the educational action research paradigm (Elliott, 1991) and was conducted in an urban area in Greece. Qualitative data was collected using descriptive assessment rubrics for academic and psycho-social skills, individual interviews with parents, and a class group interview. Content analysis was conducted with a hermeneutical approach. Informed consent was negotiated with all participants. Pseudonyms and codes have replaced participant names to ensure anonymity. Findings demonstrate that including student interests in the classroom strengthens positive student attitudes towards self, school, and learning. Motivation, participation, self-regulation and social competence improved contributing to a positive learning environment. These findings suggest ways of differentiating the learning environment and instruction, to accommodate and ignite student interest.

Keywords:

Differentiated instruction, student interest, literacy, motivation, self regulation.