Differentiation, Context, and Worldview

This paper explores the concept of differentiation in teaching and learning. It argues that theoretical perspectives, policies, frameworks and the implementation of ideas relating to the technique have become conflated, because of the contested nature of the term. This has led to increased inequality in the classroom, which is the opposite result of its intended purpose. The unevenness of differentiation is most apparent in attempts to improve the attainment of individual students and tailoring the curriculum to meet their needs. Even though differentiation appears to be a successful framework on the surface level, with deeper analysis, it is rather difficult to quantify the real benefits, as non-school factors such as the influence of culture, socioeconomic background, gender, ability/disability, language and social class have an effect on the outcome of learners' educational achievement. Consideration of factors such as these on individual students could provide greater insights and help schools build a platform for more inclusive differentiated learning. This paper suggests that, for differentiation to be successful, teachers should make accommodation for learners' varied levels, needs and backgrounds. Moreover, this paper highlights the need for more research-led strategies aimed at closing the attainment gap among learners, particularly where differentiation fails to challenge existing learning paradigms.

Pedagogy, Culture and Society, 1994

Differentiation has become a topical matter in the wake of the implementation of the National Curriculum. This paper explores different conceptions and evaluations about differentiation. One of its main aims is to show that the issue of differentiation arises out of the tension between the basic values of equality and belongingness on one hand and individuality on the other. This is reflected in the processes of teaching and learning, in the design of the curriculum and the organisation of schooling, and in the Intended outcomes of learning. Another aim is to show the links between these value considerations and particular assumptions about the nature and sources of individual differences. The case for a genuine interactionist model is presented which recognises the interplay between internal child and external environmental factors. This model is associated with the position that there is a plurality of values which need to be balanced and reconciled.

Think Global Think Pieces, 2012

"In this thinkpiece for Think Global, I look at cultural similarity and difference within the context of global learning The use of the words similarity and difference are often heard in the context of global learning. Drawing on academic theory, I explore three different ways of thinking about cultural similarity and difference followed by a short practical example of a teacher study visit to the Gambia. I conclude by promoting a relational pedagogy for global learning in which educators listen, relate to and learn from multiple perspectives. This enables us to foster our own self-awareness and open-mindedness about difference before working with students to foster theirs."

1 Gaining specific knowing 1 for teaching to diversity: Challenges for teacher training Dealing with heterogeneity (learning abilities, cultural background, gender etc.) requires a number of specific qualifications from teachers in compulsory schools. They constantly face the question of whether to support the individual in the best way possible or to focus on group dynamics so as to encourage the development in the learning group. One approach to heterogeneity and plurality represents a "cross-section task" (Krüger-Potratz, 2004, p. 559) that concerns an issue that cannot be classed with individual teaching subjects. In order to realise pupils' potential in a pedagogically fruitful way as well as to overcome difficulties in communication and integration, teachers need to have a varied repertoire of didactic methods that enables them to initiate and accompany various interactions of teaching and learning individually or in a group process. Thus they need knowing about certain obstacles in the process of learning (i.e. difficulties in learning and communicating) and about pedagogic and pragmatic options (i.e. teaching techniques). To cope with pedagogic-practical challenges on one hand requires conceptualised knowledge (acquired through formal training) and, on the other hand, embodied practical knowing (acquired by doing). (cf. Polanyi, 1958;) For this reason the debate about teacher expertise is closely related to the question of professional competence and its acquisition in various formal and informal ways. No doubt, it is an important issue in teacher training.

Journal of Beliefs & Values, 2005

This collection of papers on educational methodology are drawn from two conferences, 'Realism, Relativism or Post-Modernism' (1997) and 'Feminism and Educational Research Methodologies' (1999), suitably updated and with additional material. The overview and introduction are given in the final chapter, with separate text from each editor side by side in two columns. This overview is critical, even 'rude' (Piper's word) so as not to seem to be sycophantic. Manners might be a barrier to truth, whatever that may be. There are interesting points made-academic writing as a gift economy, writers offering expertise free but for professional esteem (selfish selflessness, selfless selfishness); the proprietorial

Journal of the …, 2006

World Journal of Educational Research, 2022

The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, wh...

Nowadays, teachers must deal, as never before, with heterogeneity in their classroom.

Differentiation can be a difficult concept for teachers to grasp. The research involved to write this paper outlines What, How and Why we need to differentiate to meet the diverse needs of all students we teach. The lesson plans utilise the 3 tier system of differentiated questions to enable all students to respond following explicit teaching. I hope it can be used to guide teachers as they experiment with this method of programming.

Case Study: Differentiation in a Diverse Classroom, 2015

This paper will give a detailed explanation of the adult language classroom that I have been observing and teaching in for the past two months in Eureka, California. In the first part of this paper, I will document the context of this classroom, the students, their particular learning levels, the cultural factors at play, and other pertinent information to explaining the intense diversity of this classroom. I will then argue that this class’s large amount of academic diversity requires appropriately differentiated instructions, classwork, and activities for the different leveled students to be as successful as possible. Subsequently, I will propose a solution involving the use of language centers for half the class time where the advanced students could work independently, with other modalities (i.e. computers, books, audio), and in groups/pairs to encourage a more active role in their own learning. I will argue, furthermore, that this solution will not only give the instructor more time to spend with the beginner students in the class, but will also promote learner autonomy with the more advanced students. Finally, I will detail my expert consultant’s responses to this proposed solution, and follow with a closing statement of the most important things I have learned from this Case Study. Keywords: differentiation, learner autonomy