ASSESSMENT ON THE USE OF DIFFERENTIATED INSTRUCTION AS AN APPROACH IN ADDRESSING DIVERSE LEARNERS IN A SCHOOL DISTRICT

This study sought to assess the use of differentiated instruction approaches in the classroom practices used by the teachers to meet individual needs of diverse students and improve performance. It employed the quantitative method of research through a descriptive survey to assess the use of differentiated instruction as an approach in addressing diverse learners in the district of Burdeos. The 140 kindergarten to grade 6 teachers from 14 public elementary schools served as the respondents of the study. A Likert-type scale was used to measure the respondents’ responses. The data gathered were treated statistically using frequency, percentage, weighted mean, t-test, and ANOVA. Results revealed that majority of the teacher-respondents were female, 20-39 years old, bachelor’s degree holder, with teaching experience of 10 years and below, and rank of Teacher I. Values integration in the content of all learning areas is always manifested in the use of differentiated instruction. In terms of the process, it was found that differentiated instruction helped in aligning the lesson objectives, teaching methods. Formative and summative tests, integration of current situations, news, issues, and etc., and asking questions were the top three products used in implementing differentiated instruction in the classroom. The identified barriers with regard to school environment were lack of support from parents and overload of ancillary responsibilities assigned to the teachers. With regard to instruction, determining student’s learning styles, readiness, interests, and/or learning preferences is always a problem. Similarly, students’ low self-esteem, lack of interest in class and non-participation in class discussion were also considered barriers in the implementation of differentiated instruction. The use of differentiated instruction influences students to engage in the lesson; makes every topic more exciting and enjoyable; helps student to participate in class discussion; maximizes participation during the teaching-learning process; and gives students self-confidence in doing the activities.