Design Teaching-Learning Strategies Based on Differential Instruction in The Schools for Gifted Students of Isfahan: a Mix Method Study

The aim of this study was to design the teaching-learning strategies based on the differential instruction in the gifted student’s schools of Isfahan. In order to run the research sequential explanatory mix method design is applied. The population of this study includes all the gifted students of Isfahan in the senior high school (1,770 case). Sampling method in the qualitative section was typical sampling method. In the quantitative section, 315 case were selected randomly. The semi-structured interview method was used to collect data in the qualitative section and in the quantitative part a researcher-made questionnaire was extracted from the interview. To analyze the data in the qualitative section, thematic method and in the quantitative part confirmatory factor analysis, descriptive statistics (mean and standard deviation) and inferential statistics (single sample, independent t and ONOVA) have been used. The results indicated that the teaching strategies of learning in gifted schools included two general categories of technical aspect of teaching and the personality dimension of the teacher. In terms of technical teaching, the following categories were considered as usefulness, applying method, active learning, and a special method for each lesson, and in the dimensions of the teacher, the moral and personality dimensions of the interviews were extracted. The results of quantitative analysis of the questionnaire extracted from the interviews also showed that students of gifted schools agree with these cases. Comparing the views of boys and girls showed that girls were more likely to use the special method for each lesson than boys. Comparison based on the field of study showed that there was a significant difference between the students of different disciplines in the category of active strategies.