CAUGHT IN THE MIDDLE:TEACHERS’ PERCEPTIONS OF

DIFFERENTIATED INSTRUCTION IN THE MIDDLE SCHOOL

Joy Clauson, Suzy Dees, Julie Nourie

Background Do we want to add any info here about

who we are, teaching experience, etc.??

Problem

Waning of Interest and Practices of DI

Federal Mandates and DI

Increased Demands on Teachers

Purpose

Facilitate Teacher Self-Reflection

Inform Administration

Inform Staff

Research Question 1

What are teachers’ perceptions regarding differentiation within their own classrooms?

Research Question 2

What are teachers’ perceptions of support for Differentiated Instruction?

Research Question 3

What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

Literature Themes

Defining DIHistoryConnection to RtIContent, Process, and Products

Literature Themes

Obstacles of DIKnowledgeSupport

Literature Themes

Necessary Support StructuresAdministrationCollegialityCommunity

Methodology

Online SurveySurvey Monkey28 Questions

Email Invitation to ParticipateReminder Email75 Teachers Emailed29 Participated in Survey

Data Collection

Data Exported into Excel from Survey Monkey

Data Imported into SPSS from Excel

Independent T-Test Generated Mean Scores

Participants’ Experience

Category % or Number

Years of Experience

0-4 Years 6.9

5-10 Years 6.9

11-16 Years 37.9

17+ Years 48.3

Level of Education

Bachelor’s 10.3

Master’s Degree 87.9

Doctorate Degree 0

Perceived Effectiveness of DI in the Classroom

Types of DIStrongly

Agree Agree DisagreeStrongly Disagree Avg.

% # of Part.

% # of Part.

% # of Part.

% # of Part.

Differentiation of Content

25.9% 7 63.0% 17 7.4% 2 3.7% 1 1.89

Differentiation ofInstructional Approaches

53.6% 15 35.7% 10 7.1% 2 3.6% 1 1.61

Differentiation of Assessment

25.9% 7 59.3% 16 14.8% 4 0.0% 0 1.89

Effectiveness of Differentiation Based on Instructional Approaches

Differentiated Instruction Regarding Content Questions Mean SD

I bring in differentiated content material. 1.58 0.82

How effective do you feel in your implementation of DI Content (standards-based core curriculum)? 1.82 0.54

Within my classroom, I feel differentiation is mostly achieved through the differentiation of content. 1.88 0.69

Teachers’ overall perceived effectiveness of Differentiation of Content 1.78 0.68

Differentiated Instruction Regarding InstructionQuestions Mean SD

I plan my lessons/units using a DI model. 1.79 0.77

How effective do you feel your implementation of differentiated INSTRUCTION is? (delivery of skills, information, and processes) 1.39 0.62

Within my classroom, I feel differentiation is mostly achieved through Differentiation of instructional approaches.

1.60 0.78

Teachers’ overall perceived effectiveness of Differentiation of Instruction 1.61 0.72

Differentiated Instruction Regarding AssessmentQuestions Mean SD

I assess my students using various methods. 1.483 0.57450

I use formative assessments to determine the direction of my teaching. 1.724 0.75103

How effective do you feel your implementation of differentiated ASSESSMENT (formative and/or summative measurement of what students know or are able to do) is? 1.679 0.66964

In my classroom, I feel differentiation is mostly achieved throughdifferentiation of assessment. 1.759 0.78627

Teachers’ overall perceived effectiveness ofDifferentiation of Assessment 1.705 0.65262

Perceived Support for Differentiated Instruction

Perceived Support for Differentiated Instruction IN THEIR SCHOOLQuestion or Category

Strongly Agree Agree Disagree

Strongly Disagree

There are a variety of quality materials/resources available for me to use for me to differentiate in my classroom. 13.8 51.7 24.1 10.3

Administration is knowledgeable in differentiated instruction. 24.1 65.5 6.9 3.4

There is support available for colleagues for the implementation of differentiated instruction.

27.6 62.1 3.4 6.9

I have been provided training for Differentiating in my classroom. 10.3 51.7 17.2 20.7

I have opportunities for continuing Education regarding differentiation. 20.7 48.3 20.7 10.3

Overall Support for Differentiated Instruction IN MY School 19.2 56.2 14.4 10.3

Overall Perceived Support for Differentiated Instruction

Mean ModeStandard Deviation

Perceived Support for DI 2.158 2 0.85

Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ SchoolQuestion or Category

StronglyAgree Agree Disagree

StronglyDisagree

Overall Perceived Effectiveness in DI Implementation 35.8 59.3 4.9 00.0

Overall Perceived Support for DI in Participants’ School 19.2 56.2 14.4 10.3

Correlation between Perceived Support and Perceived Effectiveness of DI

Paired Differences

t dfSig. (2-tailed)Mean

Std. Deviatio

n

Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Support – Effectiveness

.48148 1.00139 .11127 .26006 .70291 4.327 80

.000

Analysis – What does this mean?

Education/Experience As It Relates to DIExperts in content feel more effective in DI

implementation Post-Graduate Work

Teachers are more willing to embrace new pedagogy

Participants perceived strength in differentiation of instructional approachesMost training in this area at PJHS

Analysis – What does this mean? Uncertainty regarding differentiation of

assessmentsPerhaps due to fluctuating assessment

practices today PJHS teachers feel supported by

colleagues and administrationLong history of supportive administratorsTeams configuration

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