Tamella Samadli

April 2024

The implementation of Differentiated Instruction and the

main challenges.

Abstract: The secret to developing democratic humans is differentiation in the

classroom. Differentiation refers to the improvement of curriculum and education,
not their replacement. It is an approach to the classroom. Students in the same
grade and at the same age have different learning styles, interests, experiences, and
levels of readiness for learning. The main goal of differentiation is to place
students in appropriate groups so as to maximize their potential.The objective of
the study was to find out the challenges in implementing DI in Teaching English.
This study used interviews, observation and analysis of documentation as
instruments for collecting data. The result showed that the challenges in
implementing DI faced by teacher and school.

Key words: Differentiated Instruction, Teacher education, challenges(obstacles)

INTRODUCTION

Students have different learning styles and emerge from different cultural
backgrounds. They have varying degrees of mental and social maturity when they
first enroll in school. Teachers get various kinds of characters in one class. In mixed
classes, teachers face various challenges with different abilities at each grade level.
Besides of the culture, their learning style is also different. (Tomlinson, 2001)
According to the human rights treaties, every child has the right to receive a high-
quality education.

Students from various backgrounds attempt to acquire different languages

and behaviors. They may have trouble using the language. As a global language,
English is essential to learn in today’s society and educational life.(Ilyosovna,
N.(2020) It is used in every source and information nowadays including in
communication. Billions of people from various nations interact with one another.
By learning English, students can gain access to more extensive sources of
information because a large number of the most findings are described in English.

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Various studies showed that there is an increasing demand among learners to the
English language.(Rao. 2019)
Although the variety of students' characteristics requires the use of
instructional methods, a substantial number of educators use a one-size-fits-all
approach to all students. DI is one of the instructional techniques that allow
students to learn in different ways based on their essential individual differences.
DI refers to addressing students' needs through their interests, levels of readiness,
and learning profiles. Additionally, students with various characteristics in the same
class receive DI during the teaching and learning process. (Tomlinson, 2017)
According to a recent study, it is important to dig deeper into barriers and
teacher struggles to address the learning needs identified in the inclusive classroom
and help students achieve their full potential. (Smets, 2019) Differentiation is
based on the following: To live up to teachers’ and pupils’ expectations; To define
learners’ individual needs, styles of learning and the pace at which they need to
learn, and the support they need from their teachers; To observe how learners
figure out the assigned tasks; To set future goals by monitoring and analyzing
learners’ achievements.(Tobin & Tippett 2014) Teachers are sure to encourage
learners by varying ways in which they learn. Thus, teachers need to possess
various teaching and learning methods in order to implement differentiation
successfully. Differentiated teaching is a successful instructional strategy for
managing classrooms with students of various ability levels. Additionally,
previous DI studies showed that teachers encountered a variety of difficulties that
prevented them from implementing DI successfully in the classroom, including
a lack of resources, a lack of time, larger class sizes, a lack of support, a lack of
knowledge, and a lack of training.( White K.R., Taylor M.J. and Moss V.D) Although
DI has many benefits, there are numerous challenges that instructors must
overcome before they can use it in the such as time management, classroom
environment management, student reaction, and individual teaching beliefs.
Dixon (2014) make certain that teacher training courses on DI are crucial in
preparing teachers for the challenges it brings and how to face it effectively.
Teachers’ insufficient knowledge of DI proved to be a base factor that led to many
problems in the implementation of DI. The lack of familiarity with DI
preceded teachers’ feelings of insecurity and misunderstanding (Tobin; 2014,
Avgousti; 2017, Mariyam Shareefa; 2019, Siam; 2016) of the employment of
differentiation strategies in the classroom. DI is an inclusive approach to learning
and instruction based on the idea that teaching techniques must be differentiated and
modified to meet the needs of different students.

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 The focus of this study is analyzing the challenges of implementing DI in
teaching English at state school in Azerbaijan. The subjects in this study are the
English teacher and vice principal of this school. Then the object in this study is
the DI used by the teacher during teaching English in the class. The researcher
conducted the study on this school based on the requirement that the school
implement DI in teaching especially in teaching English.

PURPOSE OF THE STUDY

The purpose of this study was to determine the implementation of DI, the main
challenges instructors face, and their thoughts about these problems.
1.What are the successes and challenges DI causes?
2.What is the main relationship between children achievement and DI?
3.What are the main challenges in DI related to teachers?
4.What are the main challenges in DI related to schools?

RESEARCH METHOD
This study utilizes a descriptive qualitative approach with a phenomenological
perspective. Phenomenological research, a qualitative method, aims to comprehend
and articulate the fundamental essence of a phenomenon. It delves into the everyday
experiences of individuals while setting aside any preconceived notions the
researchers may hold. (Marquerite, 2006) Essentially, it investigates lived
experiences to gain deeper insights into individuals' perceptions of those
experiences. The focal point of this study is the introduction of differentiated
learning (DI) in Azerbaijani schools following an independent curriculum. Although
not a novel concept, the implementation of DI by teachers is relatively new in this
context. The research was conducted from January to - 2024 in a ninth-grade class
of a high school, focusing on an English teacher and their understanding of DI, along
with the challenges encountered in its implementation. Data was collected through
interviews, observations, and questionnaires. Interviews were conducted to gather
comprehensive data on understanding, implementation, and challenges associated
with DI. Observations were made to assess DI implementation in the classroom and
identify emerging challenges. Questionnaires, comprising a series of questions and
prompts, were employed to gather information from respondents.

RESULTS AND DISCUSSION

Teachers' Perspectives on Differentiated Instruction

Upon analyzing the results pertaining to teachers' perspectives on Differentiated

Instruction (DI), it was found that teachers gained knowledge from contemporary
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pedagogical resources and seminars. The findings revealed that teachers believed
each child possesses unique attributes such as talents, preferences, and interests.
Furthermore, during the observation it was observed that teachers addressed the
diverse learning needs of their students by catering to various learning profiles,
including visual, auditory, and kinesthetic modalities. (Diverse Student
Characteristics: Talents, Preferences, and Interests (Shepherd, C. (2014))
Interview results indicated that teachers fundamentally believed in the concept of
Differentiated Instruction, acknowledging that each child possesses distinct
characteristics. Consequently, teachers recognized that not all students grasp the
material immediately, necessitating tailored approaches to teaching and learning.
The data above showed that the understanding of Differentiated Instruction
departs from human nature which had different characters and was not the same as
one another.
Based on the analysis the different characters meant by the teacher in
Differentiated Instruction were in terms of talents, preferences, and interests.The
teacher explained that he collected the information at the beginning before
implementing differentiation learning in class. This information could be obtained
by giving a questionnaire to parents at registration time, direct observation by
interview, and asking for information from other students or teachers who has
taught before. The data above showed that the understanding of Differentiated
Instruction departs from the student's different characters based on talent,
preference, and interest.
Students’ Different Needs Based on Students’ Learning Profile. Based on
the result analysis, the teacher understood that each student had The teacher said
that in Differentiated Instruction, the learningTeachers should know the needs of
the students before conducting the
The teacher's understanding that every child has different needs
was proved by the utterance:

[it is essential to get information about a child’s interest, hobby, attitude from
their parents] (Mr. Gn, January 17, 2024)
Based on the result of data analysis related to teachers’ belief of Differentiated
Instruction concept, the researcher found that:
1) The teacher knew that students had different characters based on
talent, preference, and interest, and
2) The teacher knew that students had different needs based on students'
learning profiles (visual, auditory, kinesthetic).
The teacher's first belief was every child is born with different characteristics.

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 The different characters meant by the teacher in Differentiated Instruction
were in terms of talent, preference, and interest. This is in line with the theory
from that adapting or diversifying instruction in the classroom for children with
varying levels of readiness and interest is also more comfortable, engaging, and
inviting. Research from further confirms that although the diversity of students in
today's classrooms is more than in the past, the facilities are not prepared to meet
their demands. The same goes for student-based differentiation: readiness, interest,
and learning profile
The second teacher's belief was every student had different needs based on the
student's learning profile. The learning profiles were visual, auditory, and
kinesthetic. She also mentioned that different teachers build varied classrooms in
different ways based on their personalities, the degree and subject matter they
teach, and the learning profiles of their pupils. The previous study that supported the
theory comes from that by observing students' interests and learning profiles, the
teacher differentiated material, method, and product. Another study, from suggests
that a very practical approach may help classroom teachers in their quest for
differentiated instruction, as they struggle daily to create learning experiences that
cater to students' individual abilities, backgrounds, learning styles, and interests.
Teachers encounter difficulties when implementing differentiated instruction, with
issues stemming from both personal and institutional factors. These include the time
and energy required for lesson planning and design, as well as a lack of support from
colleagues. Similarly, schools face challenges such as limited human resources and
varying levels of student readiness. These findings are summarized in the table
below:

Question- Challenges faced by teacher

• What are the challenges in Implementing DI?
a. Time and effort in preparing and designing the learning process.
b. Lack of support from fellow teachers.
Question- Challenges faced by school
• What are the challenges in Implementing DI?
a. Human resources
b. Students’ Readiness

Teachers face several challenges when implementing differentiated

instruction, including the demanding task of preparing and designing the learning
process. Mr. Fr emphasized the need for time, energy, and media provision, which
he considered a significant challenge. It's essential to find the best methods for each

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student. Preparation is crucial, as it requires extra energy and time, but it ultimately
facilitates the teaching and learning process, especially for students who require
more support. Differentiated instruction aims to cater to diverse student needs by
presenting material in various media formats. Mr. Fr suggested that students might
enjoy learning more when they feel adequately supported. Proper preparation, as
evidenced by well-designed lesson plans, can mitigate challenges in implementing
differentiated instruction.
Another challenge for teachers is the lack of support from colleagues, as not
all teachers are familiar with or willing to adopt differentiated instruction. Mr. Fr
highlighted the reluctance of some colleagues to leave their comfort zones. Sharing
knowledge and experiences among teachers could alleviate this challenge.
Schools also face challenges in implementing differentiated instruction,
particularly regarding human resources and students' readiness. Increasing teachers'
capacity is crucial, as is ensuring students are receptive to the learning process. The
school's ultimate goal with differentiated instruction is to produce the best outcomes
for students.

Overall, challenges such as time constraints, lack of support, and resource

limitations hinder the effective implementation of differentiated instruction in both
classroom and school settings. Addressing these challenges requires collaborative
efforts and a commitment to meeting the diverse needs of students.
[so maybe when I apply this learning they just enjoy it because they
feel facilitated like that,] (Mr. Fr, April 18, 2024)
The data showed that the teacher did not encounter any challenges in the
learning process because he prepared the lesson plan well to facilitate the
student's needs. He also taught that the implementation of differentiated
instruction made students enjoy the learning process without any discriminated
feelings. It was supported by the observation that the class ran well in every activity.
It was also supported by the well-prepared documentation of the lesson plan
which was designed by the teacher. The result showed that the biggest challenge
in implementing Differentiated Instruction was time and effort in preparing and
designing the learning process and implementing it in the lesson plan. The teacher
would not have any difficulty in the learning process because if he prepared the
lesson plan well it made the learning process easier.

2.Lack of support from fellow teachers.

Based on the analysis result, the second challenge that was felt in

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 implementing Differentiated Instruction was the lack of support from fellow
teachers. As a new thing that still needed to be explored, the support of fellow
teachers to exchange experiences in class was very important so the teacher felt
better if more teachers implemented it. The teacher's unwillingness to innovate
and ignorance about Differentiated Instruction were the reasons that not all
teachers wanted to implement Differentiated Instruction. The teacher realized that
there were still many teachers who did not know about Differentiated
Instruction. Meanwhile, the teacher hoped that this program was welcome to
get out of the comfort zone of teachers and improve the quality of teaching teachers.
[The most this is a challenge from colleagues, ma'am, maybe
colleagues are still in their respective comfort zones,] (Mr. Fr, January
22, 2024)

The data showed that the second challenge in implementing differentiated

instruction was the lack support of the fellow teachers. He taught that it would be a
good thing if they could share knowledge.
Based on the result there were two big challenges faced by teachers in
implementing differentiated instruction namely time and effort in preparing and
designing the learning process and lack support of the fellow teachers.

School Challenges
Based on the result analysis, there were several challenges faced by the school
in implementing differentiated instruction in teaching English such as human
resources and students' Readiness.

1) Human resources
From the interview results regarding the challenges faced in implementing
Differentiated Instruction, especially in terms of human resources increasing the
capacity of teachers was the main thing that must be considered by schools.

2) Students’ Readiness
Another challenge faced by the school was the readiness of students to
accept the learning process. Reciprocity between teachers and students in the
classroom was very influential on the success of the learning process. The data
showed that the challenge was not only from the teacher but also from the students'
readiness. How teachers and students collaborate to have good feedback and it
needed process.

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 From the interview result the school's hope for Differentiated Instruction was,
of course, to produce the best, because this was related to students. Of course, it
produces the best things for students.
The data showed that in implementing Differentiated Instruction the
school hoped the best for students.
Best on the result, the challenges faced in implementing Differentiated
Instruction, especially in terms of human resources increasing the capacity of
teachers was the main thing that must be considered by schools. Another
challenge came from the students' readiness who accepts all the learning process.
The school's hope for Differentiated Instruction was, of course, to produce the
best, because this was related to students.
Preparation and designing the learning process requires a lot of time and
effort.
According to Tomlinson (2001), educators who are eager to enhance their
teaching practice face numerous challenges, including but not limited to, sizable
class sizes, excessive workloads, and inadequate training on differentiation. In this
study, there were two big challenges faced by teachers in implementing
differentiated instruction namely time and effort in preparing and designing the
learning process and the lack support of the fellow teachers. Preparation and
designing the learning process requires a lot of time and effort. It is supported by
the study from (Ismail, S. 2019) stating that preparation and designing the learning
process requires a lot of time and effort.

In conclusion, the findings of the study indicate that teachers' beliefs about
implementing differentiated instruction stem from the pioneer teacher program
initiated by the Indonesian government. Firstly, teachers believe that every child
possesses unique characteristics, encompassing talents, preferences, and interests, as
understood within the framework of Differentiated Instruction. Secondly, they
acknowledge that students have diverse needs based on their learning profiles, which
may include visual, auditory, and kinesthetic preferences.

The study also highlights two significant challenges encountered by teachers

in implementing differentiated instruction: the time and effort required for preparing
and designing tailored learning processes, and the lack of support from fellow
teachers. Consequently, addressing these challenges, particularly in terms of
enhancing teacher capacity, stands as a crucial consideration for schools.
Additionally, the readiness of students to engage with diverse learning approaches
presents another challenge.

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 Overall, the implementation of differentiated instruction proves challenging,
with obstacles faced by teachers, schools, and students alike. It necessitates a
comprehensive understanding to motivate and instill confidence in teachers to
embark on its implementation, particularly within the teaching and learning context.
Both government and schools have a responsibility to offer training and support,
given that differentiated instruction forms part of the national curriculum.

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