Abstract:
Increasing diversity and sharp heterogeneous stratification in today's classrooms increase the need for differentiation of teaching processes. Differentiated instruction has become more important, especially with the recent educational changes due to the impact of migration. Accordingly, the current study aims to improve the social adaptation process of refugee students through differentiated instructional practices in social studies course. In the study, which was conducted using the action research method, researcher's diary, semi-structured interviews, sociometry form and field notes were used as data collection tools. In this direction, the focus of the study was five refugee students and the context of the study was the classroom environment in which refugee students continued their education. In this process, content, environment, product and process were differentiated within the scope of the social studies course; interest centers, entry points, reading circle and layered instruction were used from differentiated instruction approaches. The data obtained were analyzed using MAXQDA 2020 and Group Dynamics programs. In the study, it was concluded that the activities prepared in accordance with the differentiated instruction approach improved the sociometric status of the students and supported their social adaptation processes.
