Practicing Constructivist and Culturally Responsive Methods through Differentiated Instruction
Haoua Hamza, Leticia Hernandez de Hahn

Abstract
During a semester-long course on multicultural education, teacher candidates had the opportunity to research and present a repertoire of teaching methods, one of them being differentiated instruction. They completed a group project that requires researching, presenting, and demonstrating or modeling in a diverse classroom differentiated instruction practices that are constructivist and culturally responsive. Data gathered was composed of the candidates’ group presentation materials. The findings show cased how teacher candidates acquired the skills necessary to develop a culturally responsive and constructivist differentiated lesson while competently meeting the INTASC professional standards. The discussion analyzes the theoretical and philosophical arguments that explain why, in order to be effective, differentiated instruction has to be both culturally responsive and constructivist.

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