Teachers’ conceptions and practices of differentiated instruction for English language arts at the elementary level : a case study.

Abstract

This study aims to describe the state of the art practices and models of Differentiated Instruction (DI) for English language arts at the elementary level in Lebanon. It examines the teachers’ conceptions and practices of DI and the contextual factors that both promote and impede the implementation of DI for English language arts at the elementary level. Data from this study was collected and analyzed from classroom observations, interviews and site document review, for a period of two months at a private Lebanese elementary school. Two participants were closely observed; one was a third grade English language arts teacher and the other was a both a grade four and five English language arts teacher. Data in this research revealed the challenges that teachers generally face when implementing DI, such as lack of training and understanding of DI, as well as insufficient collaboration among teachers and inconsistent classroom management skills, coping with difficult students as well as lack of time and resources. Based on the findings in the study, several themes emerged from the triangulated data analysis: Support for the decision to implement DI was widespread and observation highlighted clear teacher commitment; Collaboration for strategic lesson planning was critical as was addressing instructional needs in the classroom; Lack in classroom resources was evident; Lack of professional development training; Classroom management challenges. Findings from this study highlight the teachers’ misconceptions of DI and the challenge of adequate time for implementing DI. The results of this study also showed how the disruptive behavior of some students diminished the effective application of DI and how disruptive students’ learning profiles were not adequately addressed during DI. However, based on the findings the study presents some recommendations to overcome some of the challenges and presents a basis for further study of DI at a broader level for better understanding.