Presented at 2016 AERA Annual Meeting, Washington DC, USA, April 10, 2016

ABSTRACT

Differentiated instruction has been widely promoted in

catering for learner diversity in different educational

settings. Recent Hong Kong curriculum reform has

highlighted differentiated instruction as an approach to

cater to learner diversity (CDC, 2009). This study explores

teachers' perceptions of differentiated instruction in two

Hong Kong secondary schools (Grades 7-12). The main

purpose of this investigation is to explore what obstacles

teachers encountered in implementing differentiated

instruction. Data were collected with the use of multi-

methods approach, utilizing a whole-school survey and

focus group interviews with teachers. Future curriculum

development and teacher development will be discussed,

as followed by research implications.

Introduction Differentiated instruction (DI)

• A term used to describe “the process of making

educational expectations match individual students’

different learning needs” (Matthews & Foster, 2009:

112)

• A way of structuring learning and teaching with the key

elements of curriculum and assessment strategies that

can be differentiated by content, process, product and

learning environment (Chapman & King, 2005; Subban

& Round, 2015; Tomlinson, 1999)

• Individual students’ diverse needs are addressed

through multiple learning options that cater to their

different readiness levels, interests, and learning

profiles (Tomlinson, 2003)

• Help all students achieve maximum growth as learners

(Tomlinson, 1999; Tomlinson & Imbeau, 2013)

• Based on constructivist approach, which recognizes that

all learners have the right to be challenged at

moderately challenging level (Tomlinson, 2001;

Tomlinson et al., 2003)

• Teachers should have high, reasonable expectations on

student learning (Hanover Research, 2012)

Conditions for differentiated instruction Key elements that hindered DI:

Lack of content knowledge and pedagogical knowledge and

skills

Classroom management skills

Beliefs as required for supporting differentiated teaching

Lack of understanding on how to accommodate approaches

to learning for gifted learners

Ineffective use of resources

Lack of planning time

Lack of support or encouragement by the school leadership

Research Aims

• To explore what obstacles Hong Kong secondary

schools (Grades 7-12) teachers encountered in

implementing differentiated instruction.

Research Questions

1. What perceived challenges do Hong Kong teachers

face when doing differentiated instruction?

2. What are in-service Hong Kong teachers’ perceptions

of meanings, perceived readiness, and challenges of the

use of differentiated instruction?

Methodology

• Multi-method approach

Survey (QUAN) + In-depth Focus group interview

(QUAL)

• 2 subsidized Christian schools (S08, S15)

• Response rate

S08 : 62.5% (N=35)

S15 : 65% (N=39)

• Data analysis: Based on an extensive literature related

to obstacles towards differentiation implementation,

the written responses in questionnaire were categorized

and quantified

Acknowledgements This research was supported by the Direct Grant for Research (2012-13) [Project Code: 4058008], The Chinese University of Hong Kong.

Table 1. Demographic variables for respondents..

Table 2. Basic information about interviewees.

Findings & Discussion

Teachers’ perceived challenges towards differentiated instruction

Great diversity between high and low ability students

• Biggest concern, with 17.14% (N=6) of S08 and 20.51% (N=8)

of S15 respectively.

• Teachers were also worried about examination due to diverse

academic abilities of students.

Fairness

• S15 teachers were more anxious, with 15.38% (N=6)

Teachers perceived that

• Lower ability students would hold back those high ability

students

• Individual guidance or help would be regarded as unfairness.

• Teachers showed concerns that provision of individual guidance

may deteriorate inter-relationships among students.

Time

• In the written comment data, a total of 11.43% (N=4) teachers

whilst 10.26% (N=4) realized time is one of the obstacles to

differentiated instruction.

• Hard to prepare appropriate materials for students due to

shortage of time

• Limited lesson time would result in weaker understanding of

students’ needs.

• Preparation time for learning materials was insufficient as a

result of heavy workload.

• DI increases their workload and shorten their lesson

preparation time.

Teachers’ dilemma

• To cover the curriculum or to look after slower learners

• Teachers felt that they had to sacrifice those slow students.

Professional development

• Teachers were uncertain about how to do differentiated

instruction due to lack of effective professional development.

• Teachers were doubted about how to evaluate the effectiveness

of the measures in handling learner diversity.

Sally Wai-Yan WAN Alice Hoi-Yan HUI Rita Hau-Kwan LAU Coby Ka-Yau WU Thomas Wing-Ki LEE Kelvin Shing-Pan CHONG

Lik-Chun Leo WONG Ylena Yan WONG Fergus Tsz-Hin CHEUNG David Chong-Kwai YEUNG Donix Kwan-Ho CHAN

Faculty of Education, The Chinese University of Hong Kong Corresponding email: sallywywan@cuhk.edu.hk

Significance of the study

• Understanding teachers’ concerns is one

of the ways to bringing curriculum change

in a more effective way (Anderson, 1997;

Hall & Loucks, 1978; Hall & Hord, 1987)

• This study has examined teachers’

perceptions of obstacles towards the use

of differentiated instruction in the Hong

Kong context.

• School leadership and administration for

providing teachers with sufficient support,

and teacher professional development for

preparation of pedagogical knowledge and

skills in using differentiate instruction

should be taken into account