INVESTIGATING INCLUSIVE TEACHING: Teachers’ Understandings About Using Differentiated Instruction and Formative Assessment at a Primary School in Trinidad

Abstract

As student academic diversity increases, more effective pedagogical interventions are required to meet learner needs. Differentiated instruction (DI) and formative assessment (FA) are interventions that provide information on students’ learning gaps, thereby informing teachers’ instructional strategies. Although these interventions are mentioned in the national primary school curriculum, inappropriate implementation reduces classroom effectiveness. This qualitative case study investigated teachers’ understandings of DI and FA at a primary school in Trinidad, using a conceptual framework undergirded by the theory of situated learning. Data were collected from three teachers using interviews, observations and lesson plans. Research questions investigated were: how do teachers’ understanding of DI affect their pedagogical practices and how do teachers’ understanding of DI influence FA practices? Six themes emerged from the data for the former question and three for the latter. The findings suggest that teachers generally understood DI as learning styles rather than learning profiles. Misunderstandings about FA and challenges to consistent practice also emerged. Recommendations for clarifying misconceptions, supporting quality teaching, and conducting future studies are included.