introducing differentiated instruction in secondary: earli sig11
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Introducting differentiated instruction in secondary education
Results of a teacher professional development program
Wouter Smets
Katrien Struyven
EARLI SIG11 21/JUN/2016
Table of contents
1. Introduction
2. Method
3. Results
achievable and realistic strategies
concerns and successes
4. Discussion
Student diversity:
‘a problem in the classroom?’
introduction
References:
(Crul and Holdaway 2009)
(Meissner and Vertovec 2015)
(Geldof 2013, Geldof 2015)
Introduction
Trend towards inclusive education
learning disorders
special needs
roots in migration
theory practiceLarge gap
Basic teaching competences(Vlaams ministerie van Onderwijs, 2007)
Introduction
Differentiated instruction (‘binnenklasdifferentiatie’) is anapproach to teaching that takes into account differencesbetween students in a proactive, positive and planned way in order to gain the maximum learning effect for eachstudent.
(Coubergs, Struyven et al. 2015)
Research questions
1. Which choices did the participating teachers make when trying to realize differentiated instruction?
Which strategies and teaching methods are regarded by the participating teachers as (not) achievable or realistic on the short term.
2. Which concerns and successes did the participating teachers encounter hen trying to realize differentiated instruction?
Sample
• 24 Teachers
• 4 schools: 3 urban, 1 peri-urban
• Teaching teams:
school A: diverse
school B: French, all grades
school C: (1) French, 8th grade
(2) history, all grades
• School D: team dropped out
Intervention: A differentiated instruction Professional development Program
3 training days
- 1: (flipped) theoretical frameworks
- 2: DI as part of a learning cycle
- 3: DI as a teaching technique
‘Implement achievable and realistic strategies’
Follow up: coaching 4 months
Achievable and realisticstrategies
Teacher-controlled
Low student self-regulation
Teaching strategies A B C1 C2 D
cooperative structures x
collaborative work x X x
contracting work x X X
extended instruction
individualised tasks
project work x
case studies x
problem based
learning
Upper left =
Achievable and realistic for beginners
Lower right =
Longer term professional development
Teacher professional development towards differentiated instruction
skills development:
•differentiated teaching techniques and class management
teaching cycledevelopment:
• begin assessment and assessment of differentiated instruction
mindset development
•differentiated instructionas a philosophy
• theoretical frameworks on differentiated instruction
The cycle of teaching: on the role of assessment
pre-assessment
formative assessment
differentiated summative assessment
not realistic?
no need?
no priority?
Realistic and achievable strategies: pragmatic phasedapproach
Concerns & successes
Facilities
• Classroom
• ICT
• teaching tools
Teachers’ concern not teachers’ absolute need
Concerns & successes
Urgency for innovation
More and longer experience with diversity
More urgency for innovation
More experience with student-centered learning techniques
More enthusiasm for introduction of differentiated instruction
Concerns & successes
Support
• Standards
• Team
• Externals: handbook writers, pedagogical consultancy,…
Concerns & successes
Mindset
• Teacher
• Students
>> Growth mindset: (Dweck 2008, Dweck 2015)
>> Selfdetermination: (Deci, Vallerand et al. 1991)
Implications for teacher education
Professional development towards differentiated instruction
• Lies in the hands of a variety of actors (teacher education, curriculum developers, handbook writers, school management, teaching teams,…)
• Takes a lot of time to be integrated as a basic attitude
or competence
• Should not be postponed until ‘experienced’
• ‘Mindset’ may be crucial succesfactor
Discussion
Differentiated instruction is both a basic teaching skill and an expert-teacher skill.
Differentiated instruction requires appropriate mindset combined with extensive range of teaching techniques.
How to adapt teachers’ and students’ mindsets?
Thank you.
Contact
E: wouter.smets@kdg.be
T: @wouter_smets
RG: Wouter_Smets
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