Differentiated Instructions: Teacher Perceptions

Five teachers participated in a survey on differentiated instructions. The survey collected qualitative and quantitative data. Sixty percent of the individuals identified as women, whereas forty percent identified as men, 60% identified as Black or African American, 20% as Hispanic or Latino, and 20% as White or Caucasian. One beginning teacher was a part of the participants, with the others having over fifteen years of teaching experience. Most respondents (80%) strongly agreed they are familiar with differentiated instructions, and the remaining 20% agreed. Twenty percent of teachers strongly agreed they were confident in using differentiated instructions in the classroom, 60% agreed, and 20% somewhat agreed. Differentiated instruction must be obvious, and classrooms must be set up accordingly. Forty percent (40%) of the participants agreed and somewhat agreed their classrooms facilitate differentiated instructions, and the remaining 20% strongly agreed. When addressing student transition from one task to the next with minimum disruption, 40% strongly agreed and somewhat agreed, with 20% neither agreeing nor disagreeing regarding such a task. In a differentiated classroom, teachers align activities to students learning styles during teaching and learning. Twenty percent (20%) of the respondents strongly agreed, 40% agreed, and 20 % somewhat agreed they aligned tasks with students learning styles. Diverse classrooms must allow students to demonstrate understanding using several mediums. Twenty percent (20%) strongly agreed, and 80% agreed they allowed students to demonstrate comprehension using several mediums.

Responses to qualitative questions about differentiating instructions to help diverse learners were similar. When asked about differentiated teaching and its ability to improve student performance, all participants agreed that the practice improves academic success for kids since it is student-centered and accommodates several learning styles. However, while they all seem focused on differentiated instruction to improve student performance, one instructor pointed out that it may not work for all pupils. The teachers shared that time, large group settings, resources, and students' behavior are contributing factors that limit differentiating instructions and assessments.

Respondents feel that differentiating instructions for all learners depends on the students' readiness and interest, teacher preparation, and available resources. Also, differentiating instructions for all pupils is possible, but it is not practical, according to one teacher. Teachers expressed worries regarding time and extra work when planning lessons based on differentiation concepts. According to one teacher, lesson differentiation should only occur after knowing about students' preferred learning techniques. Another complains that teachers may not differentiate enough due to the utilization of lesson plans for teacher evaluation, which adds to the amount of time spent outside the classroom.

Recommendations

Though the respondents gave valuable information on differentiation in teaching and learning, a bigger sample size would allow for a more thorough examination. As a result, future studies should employ a bigger sample size. Many respondents have over fifteen years of teaching experience, with only one teacher in the 0–5-year range, which could explain the similarity of comments. Including more beginning, teachers may result in more diverse replies. Also, having participants from several content areas complete the survey would provide a broader view surrounding the effectiveness and practicality of diversified education in the classroom.

Video presentation survey findings and results of an interview with a veteran teacher.