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Teachers’ Perspectives on Differentiated Instruction in Middle Schools

This study explores middle school teachers’ perceptions of differentiated instruction (DI), focusing on how their experiences shape their views on implementing DI in the classroom. Through an online survey of 29 teachers, we investigate perceived effectiveness, support structures, and barriers to DI. Findings reveal crucial insights into how federal mandates and increased demands impact DI practices. Our research aims to facilitate self-reflection among educators and provide information for administrative support, ultimately enhancing instructional strategies for diverse learners.

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Teachers’ Perspectives on Differentiated Instruction in Middle Schools

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  1. Joy Clauson, Suzy Dees, Julie Nourie Caught in the middle:Teachers’ perceptions of differentiated instruction in the middle school

  2. What you see and hear depends a good deal on where you are standing; it also depends on what sort of person you are.~ C.S. Lewis Tomlinson

  3. Problem • Waning of Interest and Practices of DI • Federal Mandates and DI • Increased Demands on Teachers

  4. Purpose • Facilitate Teacher Self-Reflection • Inform Administration • Inform Staff

  5. Research Question 1 • What are teachers’ perceptions regarding differentiation within their own classrooms?

  6. Research Question 2 • What are teachers’ perceptions of support for Differentiated Instruction?

  7. Research Question 3 • What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

  8. Literature Themes • Defining DI • Obstacles of DI • Necessary Support Structures

  9. Methodology • Online Survey • Survey Monkey • 28 Questions • Emailed Invitation to Participate • 74 Teachers Emailed • 29 Participated in Survey

  10. Methodology (cont.) • Data Exported into Excel from Survey Monkey • Data Imported into SPSS from Excel • Analyzed Scores Using SPSS and Excel

  11. Participants’ Experience

  12. Perceived Effectiveness of DI

  13. Overall Perceived Effectiveness of DI

  14. Perceived Support for Differentiated Instruction IN THEIR SCHOOL

  15. Perceived Support for Differentiated Instruction

  16. Overall Perceived Support for Differentiated Instruction

  17. Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ School

  18. Correlation between Perceived Support and Perceived Effectiveness of DI

  19. Analysis – What does this mean? • Education/Experience As It Relates to DI • Post-Graduate Work • Participants Highest Perceived Strength

  20. Analysis (cont.) • Uncertainty Regarding Differentiation of Assessments • PJHS Collegial and Administrative Support

  21. References Blaz, D. (2008). Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye on Education. George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193. Hertberg-Davis, H.L. & Brighton, C.M. (2006). Support and sabotage: Principals’ influence on middle school teachers’ responses to differentiation. The Journal of Secondary Gifted Education, 17(2), 90-102. King-Sears, Margaret E. (2008). Facts and fallacies: Differentiation and the general education curriculum for students with special educational needs. Support for Learning, 23(2), 55-62. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Nordlund, M. (2003). Differentiated Instruction: Meeting the educational needs of all students in your classroom. Lanham, MD: The Scarecrow Press. O’Meara, J. (2010). Beyond differentiated instruction. Thousand Oaks, CA: Corwin Publishing. Rock, M.L., Gregg, M. Ellis, E. & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

  22. References (cont.) Tomlinson, C.A. (2005). Traveling the road to differentiation in staff development: Teacher leaders can help educators hurdle four key barriers to implementation. The Journal of National Staff Development Council, 26(4), 8-13. Tomlinson, C. A. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. The United States National Center for Educational Statistics (2003). Retrieved from http://nces.ed.gov/pubs2003/overview03/tables/table_10.asp VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217. Walker-Dalhouse, D., Risko, V., Esworthy, E., Grasley, E., Kaisler, G., McIlvain, & Stephen, M. (2009). Crossing boundaries and initiating conversations about RtI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 1(63), 84-87. Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing, Inc. Wormeli, R. ( 2007). Differentiation: From planning to practice grades 6-12. Portland, ME: Stenhouse Publishers. Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.

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