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Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Australian Journal of Teacher Education
Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised …