Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model

Context: This research was conducted at Nazarbayev Intellectual School of Science and Mathematics in Atyrau, Kazakhstan, focusing on improving differentiated instruction within an English teaching context. The initial approach to differentiation among the English department was often inconsistent, primarily aimed at adjusting content rather than fostering a variety of strategies to address the diverse needs of learners. Informal reflections occurred rarely, inhibiting significant instructional adjustments. Aims: The primary goal of the study was to investigate how structured reflection using Gibbs’ Reflective Cycle could enhance both planning and implementation of differentiated instruction. The inquiry specifically aimed to explore the influence of this model on teachers’ lesson planning, attitudes toward differentiation, and the impact of varied strategies on student engagement across different proficiency levels. Methods: A qualitative action research design was employed, involving two English language teachers working with Grade 10 students over five lessons. Data collection included reflective journals from teachers, lesson observations by an instructional coach, student feedback forms, and collaborative meetings aimed at comparing strategies and outcomes. The reflective process was guided by Gibbs’ six stages, promoting a systematic evaluation of lessons. Findings: The implementation of Gibbs’ Reflective Cycle resulted in a notable shift in differentiation strategies throughout the lessons. By the final lesson, all lesson plans included a combination of content, process, and product differentiation. Student feedback indicated increased engagement, with a majority of lower-proficiency students benefiting from scaffolding supports, while higher-proficiency learners expressed a desire for more challenging tasks. Observational data corroborated these findings, highlighting greater collaboration and autonomy among students. Implications: This study suggests that structured reflection through Gibbs’ model not only improved the quality of differentiated instruction but also fostered a collaborative teaching culture. Other educators may find that integrating reflective practices into lesson design promotes a more intentional approach to addressing diverse learning needs. Additionally, the success of this intervention may encourage educators to adopt similar reflective frameworks to deepen their professional development and enhance teaching efficacy within their own contexts.

Keywords (free text)

differentiated instruction, reflective practice, Gibbs’ Reflective Cycle, student engagement, teacher development, English language teaching, lesson planning, professional collaboration

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1049
https://doi.org/10.71779/11

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Camtree Research Reports - Main Collection