A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?

Abstract

This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction. In particularly they use cooperative learning strategies to accommodate heterogeneity. However, as the instructional design was not organized responsively this did not result in a practice of responsive teaching. In this study, the

A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom

“…Moreover, building on previous work in the field (e.g. Faber, Glas, and Visscher 2018;Mills et al 2014;Moon 2005;Prast et al 2015;Roy, Guay, and Valois 2013;Smets and Struyven 2020;van Geel et al 2019), we argue that the two approaches complement each other and should be viewed as one integrated set of activities which can assist teachers in employing them in the classroom. This is important for realising the full potential of both approaches: an increase in learning and achievement for all students.…”

“…Although some studies have touched upon integrating formative assessment and differentiation (Faber, Glas, and Visscher 2018;Mills et al 2014;Moon 2005;Prast et al 2015;Roy, Guay, and Valois 2013;Smets and Struyven 2020;van Geel et al 2019), the fields of formative assessment and differentiation seem to be mostly separate, using their own terminology and with different cycles and frameworks of teacher activities. In this paper, we argue that the fields of formative assessment and differentiation would benefit from greater integration if we want to reach the common goal of improving student learning and achievement in schools.…”

“…In sum, as many have concluded, (Faber, Glas, and Visscher 2018;Mills et al 2014;Moon 2005;Prast et al 2015;Roy, Guay, and Valois 2013;Smets and Struyven 2020;van Geel et al 2019), in order to adapt their instruction effectively to the learning needs of their students, teachers need to engage in activities associated with formative assessment as well as those associated with differentiation. However, there is a tendency for current professional development programmes to focus either on formative assessment or on differentiated instruction; furthermore, even when activities in both fields are addressed, there is likely to be one main focus in which activities of the other are accommodated.…”

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

“…Forlin and Chambers [16], Sharma et al [12], Da Silva [37] and Struyven [20] argue that attitudes toward attention to diversity improve among graduate students, who are more qualified, as they advance in their education. Along these lines, other studies [1,[38][39][40][41][42] show that the training of secondary education teachers is insufficient, especially in attention to underperforming students, lack of motivation toward studies [43], anti-social or unhealthy behavior, or school bullying.…”

“…It also helps to improve their skills and self-reflection on their skills for attention to diversity [16]. Some authors [17][18][19][20] thus stress that preservice teachers perceive the importance of preparing secondary education teachers trained in both curriculum and affective issues, as well as skills related to diversity. These authors express dissatisfaction with the amount of time dedicated to preservice teachers' didactic training, the connection between theory and practice, and coordination among teachers.…”