Differentiated Instruction: Interactive Methods with Mathematics and English Language Teaching Methodology Seminars. A Comparative Analysis

Abstract

The aim of the present paper is to further research into the concept of differentiated teaching, an idea as old as effective teaching, and to indicate its utility within Mathematics and English Language Teaching Methodology seminars focusing, this time, on interactive methods. Being double motivated to experiment with this approach, as content teachers and methodologists at the same time, the authors considered their first-hand experience worth including in a paper and imparting it to peers, under the format of comparative analysis, after detailing the resourceful strategies used and their outcomes, as well as after referring to updated specialized literature in the field.