Differentiated Instruction in Araling Panlipunan: Exploring Teachers' Practices and Challenges

The aim of the study was to investigate the practices and challenges of teachers about differentiated instruction. After the data has been collected, analyzed, and thematically arranged, the following were the findings of the study: The Araling Panlipunan teachers of the selected Biñan school practiced Intentional Differentiation where they establish prior knowledge of the lesson and content and attempt to differentiate process and product. There were manifest and latent challenges when it came to the implementation of differentiated instruction such as lack of training in the implementation of DI in the new normal and insufficient application of differentiated instruction in the Development, Engagement, and Application parts of the lesson. Differentiated instruction in Content was based on prior knowledge and can be gleaned in the accommodation of learning styles by considering learner potentials, styles, and needs. Differentiation in Process was more on mastery of the lesson and differentiation of Product was more on the achievement of proficiency. It was highly suggested that these Araling Panlipunan teachers receive upskilling and retraining on the application of Differentiated Instruction in the context of the new normal modality. A shift was suggested to be able to transition from the usual pedagogy and andragogy. Muti-generational and 21st century education must be refreshed as well to revitalize knowledge, skills, and attitude of teachers; In terms
of the input to policy in the implementation of DI in the context of the pandemic, it was highly suggested that to the Department of Education must create a Differentiated Instruction program design and training program aimed to develop the knowledge, skills, and attitude of teachers. They can conduct these training via
Learning Action Cell (LAC) session or through a school-based virtual in-service training for teachers. Although these teachers use differentiation to accommodate learning potentials, styles, needs, and prior knowledge of learners to achieve mastery and proficiency, they still needed upskilling and reskilling, thus, the need to create a Differentiated Instruction program design and training program aimed to develop the knowledge, skills, and attitude of teachers. It is recommended that the application of differentiated instruction should be a spur of the moment, something that considers the real time and actual needs of learners; that manifest and latent needs of teachers when it comes to implementing DI be addressed so that they can create meaningful
learning; that the use of differentiated instruction in content, process, and product should always consider the strength of every learners; that teachers receive upskilling and reskilling to address challenges of implementing differentiated instructions in the new modality; and that a Differentiated Instruction program design and training program be created to develop the knowledge, skills, and attitude of teachers.