TDNet Discover

The purpose of this qualitative study was to explore how elementary teachers describe their levied experiences implementing differentiated, multimodal instructional strategies post-COVID19. For the utility of this study, lived experiences are defined as the elementary teachers’ perceptions, reflections, and descriptions related to implementing differentiated, multimodal instructional strategies in post-pandemic classrooms. The sample included 54 elementary teachers and documentation from their experiences. The theory guiding this study is constructivism, as it aligns how elementary teachers construct meaning from their instructional experiences and interactions. The central research question is: How do elementary teachers describe their levied experiences with differentiated, multimodal instructional strategies since the COVID-19 pandemic? This study provided insights into instructional practices and professional development related to differentiated, multimodal instruction in elementary classrooms. A secondary dataset from one public school district located in southern New Mexico was analyzed, it included professional development plan goals and reflections, professional learning community meeting notes, lesson plans, and professional development surveys. A systematic data analysis using Braun and Clarke’s six phases of thematic analysis supported by the researchers’ codebook and MAXQDA software was employed to identify patterns and themes across the data. From securing access of the dataset to the analysis, each phase was designed to protect confidentiality and uphold ethical considerations. Capturing the authentic teachers’ voices connected to the themes (See Table 3) contribute to the broader educational field informing instructional strategies, professional development, and other decisions related to differentiated, multimodal teaching in elementary schools.