This study assessed the use of differentiated instruction in normal class settings in selected public secondary schools in the Philippines. Employing a mixed method approach, the study utilized 356 randomly selected public secondary school teachers around the country serving as the respondents of the study. Results revealed that differentiated instruction defeats a traditional notion of one-size-fits all approach as it weaves diverse approaches, strategies, styles and methods of teaching. Further, differentiated instruction in normal classroom settings is highly utilized as it provides consistent and comprehensive delivery of the content, institutes positive learning environment which adheres to quality instruction and offers varied assessment tools that objectively evaluate learners’ performance. However, several challenges were encountered by teachers in using differentiated instruction. These include limited time to design diversified lessons, learners’ behavioral problems and difficulty in using different assessment methods. Despite this, teachers’ use of differentiated instruction creates effective teaching and learning experiences as learners enabled them to experience the use of manipulatives, such as games, plays, and practical exercises. Also, group dynamics is immensely emphasized in using differentiated instruction such as collaboration, team teaching and active participation of learners in the teaching and learning process.

Keywords: differentiated instruction, challenges, best practices, teachers, learners, teaching and learning, classroom, styles