@Article{crph1234,
AUTHOR = {Ituma, Monica Gakii},
TITLE = {The Use of Differentiated Instruction to Achieve Culturally Responsive Teaching},
JOURNAL = {Current Research in Public Health},
VOLUME = {5},
YEAR = {2025},
NUMBER = {1},
PAGES = {13-30},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/1234},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2025.1234},
ABSTRACT = {With an increasing diversity of learners in today’s educational set-ups, there is an insurmountable need to cater for individual differences including the cultural variations among learners. It is therefore necessary for educators to develop culturally responsive teaching that enhances intercultural competencies of learners. As educators strive to provide inclusive learning environments in which learners from diverse cultural backgrounds learn equitably, differentiated instruction becomes a practical tool. This paper explores how differentiated instruction can support and enhance culturally responsive teaching by examining how tailored instructional approaches can bridge cultural gaps and enhance educational outcomes. The aim is to provide a comprehensive understanding of how educators can effectively integrate differentiated instructional methodologies to achieve the goals of Culturally Responsive Teaching. The study used a descriptive survey design to determine the use of differentiated instruction by junior school teachers in Kenya and a systematic review of literature, practical examples, and studies on teachers’ practices in culturally responsive teaching. The study outcomes indicated that teachers used various differentiated instructional strategies with flexible grouping being the most commonly used strategy. However, there arises a concern, that teachers were not very familiar with cultural variations of learners in their classrooms even as they developed their differentiated instructional strategies. Literature provided the principles and practices of culturally responsive teaching. The combination of these results were used to formulate a conceptual framework for Culturally Responsive Differentiated Instruction (CRDI) that provides insights for practitioners to develop and implement culturally responsive differentiated instructional strategies. The study recommends that a framework to support teachers in the implementation of inclusive and equitable curriculum through CRDI be developed, CRDI be integrated into the teaching processes and the teachers be trained on providing for learner differences through CRDI.},
}

%0 Journal Article
%A Ituma, Monica Gakii
%D 2025
%J Current Research in Public Health

%@ 2831-5162
%V 5
%N 1
%P 13-30

%T The Use of Differentiated Instruction to Achieve Culturally Responsive Teaching
%M doi:10.31586/ojer.2025.1234
%U https://www.scipublications.com/journal/index.php/OJER/article/view/1234

TY  - JOUR
AU  - Ituma, Monica Gakii
TI  - The Use of Differentiated Instruction to Achieve Culturally Responsive Teaching
T2  - Current Research in Public Health
PY  - 2025
VL  - 5
IS  - 1
SN  - 2831-5162
SP  - 13
EP  - 30
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/1234
AB  - With an increasing diversity of learners in today’s educational set-ups, there is an insurmountable need to cater for individual differences including the cultural variations among learners. It is therefore necessary for educators to develop culturally responsive teaching that enhances intercultural competencies of learners. As educators strive to provide inclusive learning environments in which learners from diverse cultural backgrounds learn equitably, differentiated instruction becomes a practical tool. This paper explores how differentiated instruction can support and enhance culturally responsive teaching by examining how tailored instructional approaches can bridge cultural gaps and enhance educational outcomes. The aim is to provide a comprehensive understanding of how educators can effectively integrate differentiated instructional methodologies to achieve the goals of Culturally Responsive Teaching. The study used a descriptive survey design to determine the use of differentiated instruction by junior school teachers in Kenya and a systematic review of literature, practical examples, and studies on teachers’ practices in culturally responsive teaching. The study outcomes indicated that teachers used various differentiated instructional strategies with flexible grouping being the most commonly used strategy. However, there arises a concern, that teachers were not very familiar with cultural variations of learners in their classrooms even as they developed their differentiated instructional strategies. Literature provided the principles and practices of culturally responsive teaching. The combination of these results were used to formulate a conceptual framework for Culturally Responsive Differentiated Instruction (CRDI) that provides insights for practitioners to develop and implement culturally responsive differentiated instructional strategies. The study recommends that a framework to support teachers in the implementation of inclusive and equitable curriculum through CRDI be developed, CRDI be integrated into the teaching processes and the teachers be trained on providing for learner differences through CRDI.
DO  - The Use of Differentiated Instruction to Achieve Culturally Responsive Teaching
TI  - 10.31586/ojer.2025.1234
ER  -