Putting Together the Pieces of The Differentiation Puzzle: Educators’ Current Understandings, Beliefs, And Experiences Regarding Differentiated Instruction
H. Michelle Kreamer, Micah N. Bruce-Davis, Tarrah C. Davis, Christine J. Briggs, and Donna E. Wadsworth
Abstract
Differentiated instruction addresses students’ learning needs in which educators adjust what and how they teach. While it is critical educators are well-versed in understanding and applying differentiated instruction practices, not all teacher preparation programs provide the same interpretation when it comes to differentiation. This study, prompted by a state accreditation visit of one Teacher Preparation Program, focused on developing a shared understanding of what and how differentiation is shared with pre-service teachers. Researchers conducted a questionnaire of educators in various roles examining how participants define, explain, teach, and/or implement differentiated instruction. Overall, findings indicated most participants recognized student learning can differ, and that differentiated instruction can meet student needs; however, levels of understanding differentiation varied. This indicates more work is needed to ensure a consistent understanding of differentiated instruction among educators to effectively apply it in classrooms to best meet student needs.