Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied their secondary campus address diverse abilities needs. Individual semi-structured interviews were conducted using Zoom. The analysis data identified three themes related DI: understandings, practices, concerns. Findings showed participants understood many the important elements DI. Teachers reported several well-known DI strategies, with experienced applying more considered approach. raised concerns about limited time for planning while expressed adjustment assessment tasks feedback on progress individual These findings provide starting points in-depth investigations at schools. Implications linked teacher preparation administrative support presented.