How do Singaporean teachers experience differentiated instruction in Singapore? Particularly, what are the successes and challenges they face?
What the Research Study Is About
The research study focuses on the implementation and experiences of ten teachers in Singapore as they adopted differentiated instruction (DI), an educational approach that emphasizes modifying teaching to meet the diverse needs of students. The study examines both the successes and challenges teachers faced during this process, particularly in the context of educational borrowing, where ideas and practices are transferred from one country (in this case, the U.S.) to another (Singapore).
Key Findings
The study found that when the cultural, technological and political conditions in Singapore aligned more closely with those supporting DI in the U.S., teachers experienced greater success in its implementation. For instance, the centralized national curriculum helped teachers adhere to the quality curriculum principle, and culture of orderliness in classroom helped teachers with leading and managing their classroom. Conversely, cultural misalignments and structural constraints, such as large class sizes, an over focus on academic readiness, and educational experiences departing from what they are now expected to implement, hindered their ability to fully adopt DI practices, revealing the complexities involved in educational borrowing and change.
Recommendations
Cultural Sensitivity
Teachers should be aware of the cultural context in which they operate. The study indicates that cultural expectations in Singapore, such as the emphasis on teacher authority and collective learning, can restrict the adoption of more student-centered approaches like DI. Teachers may need to find ways to balance these cultural norms with DI philosophies to effectively engage students.
Professional Development
Ongoing training and support in DI are crucial. Many teachers reported feeling insecure about their competencies in implementing DI, despite having attended professional development sessions. Therefore, more in-depth and sustained professional development opportunities that focus not only on practical applications of DI in the classroom but on understanding the philosophies and principles may help build teachers’ confidence and skills.
Classroom Management Strategies
Given that teachers in the study exhibited strong classroom management skills but struggled with creating flexible learning environments, they can develop strategies that foster active learning and collaboration among students. This includes finding ways to manage group dynamics and student independence within the confines of traditional classroom structures.
Assessment Practices
Teachers need to incorporate varied assessment methods to better inform their instructional practices. The study highlighted that teachers primarily collected information on student readiness while neglecting other important factors like interest and learning profiles. By broadening their assessment strategies, teachers can tailor their instruction more effectively to meet diverse student needs.
Curriculum Alignment
Teachers can leverage the centralized curriculum to enhance the quality of instruction. The findings suggest that the alignment with a structured curriculum can support DI implementation. Teachers can use this to ensure their lessons are relevant and authentic while still adhering to the educational standards expected by the Ministry of Education.
Education Borrowing
Given that source and destination contexts can differ widely in terms of culture, history, structures, politics, and education system, policymakers, administrators and educators who want to borrow educational policies or ideas from abroad will need to pay close attention to the contextual peculiarities in both source and destination contexts. Rather than borrowing ideas uncritically, there is a need to adapt or localize borrowed ideas within the destination context.
This research summary was generated by Coral AI and has been reviewed by the authors.
