Differentiated Instruction Practices: A Disclosure of Receiving Teachers

This phenomenological study aimed to explore the lived experiences and insights of receiving teachers in Davao City regarding their implementation differentiated instruction practices diverse learners. The shed light on specific strategies or teaching methods approach learning employed by understand how these contributed meeting individual needs students promoting academic success. participants this were composed 5 public elementary school using a qualitative research design. Data was collected through in-depth interviews with purposive sample who had experience implementing instruction. sought elicit detailed descriptions , challenges faced, coping mechanisms employed, overall impact classroom dynamics. Thematic analysis used identify recurring themes patterns data. findings revealed valuable gained Teachers use flashcards, think-pair-share scaffolding reported have an increased understanding student needs, enhanced instructional strategies, improved engagement. faced included time constraints, varying readiness levels, need for ongoing professional development. However, overcome adaptive mechanisms, such as flexibility adaptation teachers, development building relationships connections students. also highlights importance inclusive education learners engagement, addressing differences resilience. provide practical implications educators, administrators, policymakers, emphasizing development, collaborative structures, supportive environments facilitate effective Further is recommended perspectives parents gain comprehensive all stakeholders involved educational process.