Unleashing the Potential: Exploring Attitudes and Overcoming Challenges in Implementing Differentiated Instruction in the Philippines’ English Language Classrooms

Abstract

This study investigates Filipino English language teachers’ views and issues with diversified education. Differentiated instruction, a student-centered approach, fosters inclusive education by giving students alternative ways to engage with the subject, process knowledge, and demonstrate mastery. However, there is little data on its use in Filipino English language classes. This study examines English language teachers’ views on tailored education and identifies the challenges they encounter when adopting differentiated education. Mixed-methods data collection was used to collect data on teachers’ varied instructional attitudes and obstacles. Most poll respondents were positive about differentiated instruction and confident in constructing effective differentiated units. However, inadequate resources, time, various student needs, reluctance to change, assessment and evaluation, and classroom management were highlighted. Alternative resources, collaboration, prioritization, and time-saving measures helped overcome these challenges. This study found that flexible scheduling, differentiating content, process, and product, cooperative learning, digital technologies, and stakeholder involvement can help teachers meet students’ diverse needs and promote equal learning outcomes.

Keywords

• differentiated instruction
• mixed-ability classroom
• students’ diversity
• students’ needs
• the philippines english language classroom context