Implementation of differentiated instruction approach in primary education Turkish course: An action research

The aim of this study is to determine how differentiated instruction approach can be implemented for the 5th grade primary education Turkish course and reveal the reflections and effects of this approach on students? language skills and attitudes about Turkish course. In line with this purpose, the study was designed as an action research.The study was conducted with the 5th grade students attending to Istiklal Primary Education School in Eskisehir in 2008-2009 academic years. The Implementations of differentiated instruction approach were carried out in a selected class, 5/A, and all events occurred during a related activity in the class were handled in the transcripts and analyses of sample activities.The implementations in the study started on 19.02.2009, lasted for 16 weeks and ended on 05.06.2009. The data of the study was collected through researcher and student journals, attitude scale, semi-structured interviews, photos, video records and student portfolios. The qualitative data was then analyzed through content analysis while data collected from semi-structured interviews was analyzed through ?NVivo 8? software, which is one of the computer supported qualitative data analysis program. Furthermore, the quantitative data obtained from Turkish Course Attitude Scale was analyzed and interpreted with SPSS (Statistical Package for the Social Sciences) program.As a result of the study, it was revealed that it is possible to design learning activities on the basis of differentiated instruction approach as appropriate to learning areas and students? reading interests, which are involved in the 5th grade primary education Turkish course program. In this regard, it was observed that the learning activities based on differentiated instruction approach, which were implemented during action research process in the study, contributed to teaching-learning process for the more comprehensive development of students? language skills. Moreover, the results pointed out that the differentiated instruction approach enabled students to participate to learning activities actively, contribute the development of the students? individual and group work skills and reduce their dependence on teacher but gain independent study habits.Teaching-learning process which was realized within the context of differentiated instruction approach contributed to create a learning environment in which the students could show critical and creative viewpoints about the discussed subjects. Moreover, the findings of the attitude scale put forth that the course taught with differentiated instruction approach influenced the students? attitudes toward Turkish course positively. Consequently, it was concluded that the differentiated instruction approach implemented in Turkish course contributed to the development of students? high level thinking skills such as critical thinking, problem solving, questioning and creative thinking, in addition to the development of skills of sharing, empathy, and respect to different ideas. Besides, this approach enabled students to discover their learning styles by raising awareness about their own learning.