The research focuses on teachers’ perspectives on the use of Differentiated Instruction (DI) in Elementary grades, highlighting their awareness about the phenomenon, teaching strategies, issues and challenges they face during implementation. This study includes the perspectives of 8 elementary teachers of Private Schools of Karachi, Pakistan, employing semi- structured interviews and class observations. The findings of the study revealed that although most of the teachers had a general insight into Differentiated Instruction involving grouping according to readiness level, and flexible and adjustable approaches, implementation was constrained. Many challenges were discovered, including limited access to resources, large class sizes, inadequate training and time and a lack of parental awareness and leadership support. A gap between theory and teaching practice was indicated, highlighting the importance of professional development, administrative support and collaborative planning meetings opportunities. The results indicated the influence of situational factors on the implementation of Differentiated Instruction in elementary grades. While exploring the situational factors affecting Differentiated Instruction, the study contributes significant insights into how teachers can meet the diverse needs of the learners by tailoring and customising their instructional practices, given limited resources in classrooms. An in-depth analysis of the challenges is obtained from the findings and recommendations that are essential for practical DI implementation.
Saleem et al. (Sat,) studied this question.
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