Teachers' experiences with the use of Differentiated Instruction in a Jamaican Inner-City Primary School

Abstract

This generic qualitative study presents the experiences of four teachers using differentiated instruction in an inner-city Jamaican primary school. The purpose was to ascertain the teachers’ understanding, perception, and the challenges they experienced with the use of differentiated instruction. The data from the four teachers revealed that they had mostly positive perceptions, possessed adequate knowledge and skills in the use of differentiated instruction, and considered it an effective strategy for pedagogy in the 21st century.