Differentiated Instruction: Understanding and Implementation

This study was intended to explore instructors’ understanding and implementation of differentiated instruction in the College of Education in Liceo de Cagayan University. The survey has two parts: Part I is the Demographic Data and Part II is organized by the six components of differentiated instruction namely student interest, assessment, lesson planning, content, process and product. This study is intended to identify their significant relationship. The students’ interest, assessment, process and product have no significant difference between the teachers’ profile and the level of importance and implementation by gender while the lesson planning and the content has a significant difference. All of the components of the level of importance and implementation of differentiated instruction have no significant difference with the age of the instructors. Only the lesson planning, content and the product has no significant difference in between the teachers’ profile and the level of importance and implementation of differentiated instruction by educational qualification while the student’s interest, assessment, and the process has a significant difference. The assessment has the only significant difference on the teacher’s profile and the level of importance and implementation of differentiated instruction with teaching practice while the other components has no significant difference.

Keywords: Differentiated Instruction, Understanding and Implementation, Student’s Interest, Assessment, Lesson Planning, Content, Process, Product