Differentiated Instruction Practices: A Disclosure of Receiving Teachers

Abstract

This phenomenological study aimed to explore the lived experiences and insights of receiving teachers in Davao City regarding their implementation of differentiated instruction practices for diverse learners. The study aimed to shed light on the specific teaching strategies or teaching practices and approaches to learning employed by receiving teachers and understand how these practices contributed to meeting students' individual needs and promoting their academic success. The participants of this study were composed of 5 teachers in public elementary schools using a qualitative research design. Data was collected through in-depth interviews with a purposive sample of receiving teachers with experience implementing differentiated instruction. The interviews sought to elicit detailed descriptions of the teachers' experiences in teaching and learning, challenges faced, coping mechanisms employed, and the overall impact on their teaching practices and classroom dynamics. Thematic analysis was used to identify recurring themes and patterns in the data. The findings revealed valuable insights gained by the receiving teachers through their implementation of differentiated instruction. Teachers who use flashcards, think-pair-share, and scaffolding were reported to have an increased understanding of student needs, enhanced instructional strategies, and improved student engagement. The challenges faced by teachers included time constraints, varying student readiness levels, and the need for ongoing professional development. However, these challenges were overcome through adaptive coping mechanisms, such as flexibility and adaptation of teachers, professional development, and building relationships and connections with students. This study also highlights teachers' insights on the importance of using differentiated instruction in promoting inclusive education and meeting the diverse learning needs of students by promoting learners' engagement, addressing individual differences, and promoting student resilience. The findings provide practical implications for educators, school administrators, and policymakers, emphasizing the need for ongoing professional development, collaborative structures, and supportive environments to implement differentiated instruction effectively. Further research is recommended to explore the perspectives of students and parents to gain a comprehensive understanding of the impact of differentiated instruction on all stakeholders involved in the educational process.