Interventionist Strategies for Implementing Differentiated Instruction: A Cultural- Historical Activity Theory Approach

Abstract

It has been 23 years since the introduction of the foundational policy of inclusive education by the Department of Education (2001), “White Paper 6: Special Needs Education, Building an Inclusive Education and Training System”, which outlined the need for teaching methods that address various learning needs. Regrettably, teachers remain faced with challenges hindering the successful application of approaches like differentiated instruction (DI) which allow teachers to cater to the varying needs of different learners. Teachers as key role players in the process of implementing inclusive practices hold a great responsibility to address the differences of their learners. As a result, this research report aimed to develop teachers’ understanding of, and capacity to apply differentiated instruction strategies in the context of South African schools. Utilising the Cultural-Historical Activity Theory (CHAT) as a theoretical framework, the study employs a qualitative research approach to explore the realisation of DI in two schools in Johannesburg. The research collected and generated data by means of semi-structured interviews, non- participation observations, and an interventionist method called the Change Laboratory. The interventionist approach provided teachers with a collaborative space to question, discuss, refine, and reflect on their teaching strategies for the positive outcomes for their learners. Through an expansive learning process, the research highlighted that, although teachers recognize the importance of differentiation, their understanding of differentiated instruction remains limited and sometimes flawed. Barriers including overcrowded classrooms, inadequate resources, and limited professional development of teachers further impede proper implementation of DI. Furthermore, the findings revealed structured collaborative efforts between teachers to be effective in developing strategies that best fit their contexts. The study highlighted the importance of collective reflection and finding solutions when encouraging inclusive teaching practices. These findings contribute to ongoing discussions about teacher professional development, the need for practical research strategies, and effective differentiation strategies in inclusive environments.