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Drawing on semistructured interviews and focus groups with ten teachers on EngageNY ELA modules differentiation, the study identifies that quality standards-aligned resources require teachers to understand module structure and apply targeted planning methods, including unpacking, backward planning, and script use. Ongoing learner dialogue guides strategy selection and differentiation of materials.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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a Diverse Classroom  \nYuliya Vladimirovna Grecu  \nDr., Dothan City Schools, ELA Teacher, USA, [Y.Grecu2027@o365.ncu.edu](Y.Grecu2027@o365.ncu.edu)  \nTeachers face obstacles when executing prepared curricular resources in diverse classrooms, trying to provide quality fair learning opportunities to all students. Examining ten teachers’insights and experiences with the EngageNY language arts modules differentiation allowed presenting the phenomenon’s comprehensive overview. Teachers from schools across the United States shared information during semistructured interviews and focus groups. The six-step thematic analysis of qualitative data revealed that quality standards-aligned resources, which consider diverse learners, require teachers to understand the resources’ structure and apply specific methods—unpacking the modules, backward planning, and script use—to thoroughly plan for differentiation to ensure equal learning opportunities for all students. Maintaining a constant dialogue with their learners helps educators successfully differentiate resources by selecting strategies and text excerpts, adding the basics, compacting information, and offering variety of relevant material in response to students’ needs. The article provides suggestions for administrative support, teacher practices, and further investigations.  \nKeywords: differentiated instruction, prepared curricular resources, EngageNY English language Arts modules, obstacles, diversity  \nINTRODUCTION  \nWhile a new school year in a secondary school means meeting new students with diverse traits, experiences, abilities, and learning styles, it also often entails utilizing new curricular resources. Educators have preferred prepared curricular resources, and, consequently, often relied on them as a sole authoritative source of the subject instruction. Teaching English Language Arts (ELA) to the 7th graders has allowed me to experience their implementation in the classroom. Initial precise use and professional training helped me understand the resources’ organization, elements’ association, and possible barriers. Exactly following the prepared materials revealed that not every component benefitted my students. Additionally, authorities’ directives, deficiency of time, and lack of opportunities for teacher collaboration compounded the difficulty of resources’ initial implementation. After several years of using the same curricular resources, the barriers to their classroom use were minimized because of my knowing the resources and fitting them to my learners’ needs. My colleagues admitted that they also gradually adapted prepared resources: Differentiating instruction for their diverse students helped achieve the necessary quality and equality of learning. However, researchers (Bondie et al., 2019; Ismajli & Imami-Morina, 2018; Malacapay, 2019; Timberlake et al., 2017; Valiandes & Neophytou, 2018) who explored DI’s significance in the classroom also urge its further investigation. Provided the obstacles teachers face when using prepared curricular resources and growing dependence on such materials, the problem of overcoming barriers when enacting these resources and guaranteeing impartiality persists to be one of the highest urgencies worldwide. Thus, the purpose of this article was to explore the ways teachers overcame initial obstacles and provided quality differentiated instruction (DI) for all students when using prepared curricular resources, and in  \nCitation: Grecu, Y. V. (2022) . Overcoming obstacles to differentiate instruction when implementing prepared curricular resources in a diverse classroom. Anatolian Journal of Education, 7(1), 167-180.  \n[https://doi.org/10.29333/aje.2022.7113a](https://doi.org/10.29333/aje.2022.7113a)  \nturn, offer suggestions on resources’ effective enactment in a diverse classroom. The article’s goal is consistent with future research re","cbCaig99HDPWoO7k","https://ap.wps.com/l/cbCaig99HDPWoO7k","pdf",401520,14,"English","# Introduction\n## Context and Review of Literature\n## Lesson planning","[{\"question\":\"What obstacles do teachers face when implementing prepared curricular resources in diverse classrooms?\",\"answer\":\"Teachers encounter barriers during execution, including challenges related to directives, limited time, and insufficient opportunities for teacher collaboration, which complicate initial implementation and differentiation.\"},{\"question\":\"How does the study investigate teachers’ differentiation of EngageNY ELA modules?\",\"answer\":\"It draws on semistructured interviews and focus groups with ten teachers, then uses six-step thematic analysis of qualitative data to identify how differentiation is achieved with equity-aligned resources.\"},{\"question\":\"Which strategies help teachers differentiate prepared resources for diverse learners?\",\"answer\":\"Teachers differentiate by understanding the modules’ structure and applying methods such as unpacking the modules, using backward planning, and employing script use, while maintaining dialogue with learners to select strategies and relevant text excerpts.\"}]","Overcoming Obstacles to Differentiate Instruction When Implementing Prepared Curricular Resources in a Diverse Classroom - DI Strategies and Teacher Practices | PDF",1792073306,35]