Application of Differentiated Teaching in Applied Sciences in Secondary Education

Plageras Antonios, Stamoulis Georgios, Kalovrektis Konstantinos, Xenakis Apostolos


Nowadays, differentiation in teaching is considered to be a given fact on all levels of education. Responding to the needs of all students in a class with various needs constitutes a major challenge. The weakness on the teacher’s part to deal with different students on different cognitive levels leads to their failure at school and to all the negative results that arise from it. Differentiated teaching and learning contributes to the dealing of the problem maintaining at the same time the respect to different levels of knowledge existing in the class and responds to the needs of every student.

The present article presents a case study where a group of Technology teachers and an expert on the development of a curriculum developed and applied a differentiated learning environment of teaching on the third grade of secondary school in two secondary schools in Greece. This study proves that differentiated teaching has a positive impact on the involvement and motivation of students and improves their understanding difficult meanings of applied sciences.

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