Abstract
Abstract
This study explores how differentiated instruction (DI) is planned, implemented and evaluated in a Swedish Year 1 classroom that includes two gifted students. Applying a focused ethnographic mixed‐methods design, it combines qualitative data with structured observations using the Classroom Observation Scales‐Revised (COS‐R). Thematic analysis was structured around three themes: planning for DI involving anticipation and collaboration (e.g. adjusting to students' readiness), implementing DI through a responsive and flexible practices (e.g. real‐time adaptations), and evaluating DI through ongoing reflection (e.g. formative assessment in classroom interactions). This supported both academic growth and social inclusion. COS‐R scores indicated strengths in curriculum planning (
M
= 2.50) and creative thinking (
M
= 2.50), and areas for improvement in critical thinking (
M
= 1.50) and research strategies (
M
= 1.13). The study shows how DI can be integrated into everyday classroom practice in ways that respond to student diversity. It contributes practice‐relevant insights into how DI is understood, enacted and experienced in inclusive classrooms, and highlights professional judgement, responsiveness and teacher self‐reflection as central to differentiated and inclusive teaching.