Assessing Practices and Challenges in Implementing Differentiated Instruction in Mingde Primary School

This study was designed to assess the practices and challenges in implementing differentiated instruction Mingde primary school. Qualitative research design using case method employed investigate of instruction. Semi-structured interviews were conducted collect data for this study. Data collection based on two one basis. The findings revealed that there is a conceptual understanding problem among teachers, as well difference regarding between teachers who teach language versus other science subjects. reveal use individualized rather than also point large class size, stakeholder commitment, lack professional training which hinder from classroom. In conclusion, school need instruction, stakeholders should play role training.