A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students

Abstract

Differentiated instruction (DI) is internationally recognised as a way of addressing diverse abilities in classrooms, including giftedness, and promoting inclusive education. To further knowledge, this review aims to identify and synthesise research results on teachers’ DI practices, specifically focusing on gifted students. Employing a systematic approach, a scoping review and thematic analysis of 22 research articles, we delineated 11 types of DI practices (i.e., themes): (1) a shared goal, (2) self-reflection and assessments, (3) basic tasks and challenges, (4) teacher and peer support, (5) activities and artefacts, (6) authentic content and learning beyond the classroom; (7) adjusted pace, (8) options and choices, (9) customised questions and discussions, (10) learning how to learn and study skills, and (11) a positive classroom atmosphere that supports the growth of all students. These themes converge harmoniously and are also inclusive practices. To synthesise, guidelines for planning and implementing successful inclusion using these DI practices are suggested and discussed. The review and guidelines are relevant to teacher students, educational practitioners, policymakers and educational researchers.