Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya
Yasmin Sitabkhan · Matthew C. H. Jukes · Eileen Dombrowski · Indrah Munialo
Dis 2022 · RTI Press
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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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PhD, is a senior mathematics education researcher in the International Education division at RTI International.
DPhil, is a Fellow and senior education evaluation specialist in the International Education Division at RTI International.
MEd, is a program manager at Inclusive Development Partners.
MA, is the training manager in EIDU Kenya
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