Differensiert undervisning for høytpresterende elever med stort læringspotensial

Abstract

Tilpasset opplæring er et sentralt prinsipp i norsk skole og innebærer at alle elever har krav på differensiert undervisning. Samtidig er differensiering utfordrende å ivareta både for erfarne og mindre erfarne lærere. I denne artikkelen argumenterer vi for at det er viktig at lærerutdannere gir studentene både undervisning og veiledet trening om differensiering. I studien har vi bedt lærerstudenter ta utgangspunkt i elever de har hatt i sin 12-ukers praksis i ungdomsskolen eller videregående skole, og som de har opplevd som høytpresterende med stort læringspotensial. De reflekterer over spørsmål knyttet til kjennetegn ved disse elevene, samt deres mestring og behov. Studien bruker intervjudata fra 322 lærerstudenter ved Universitetet i Oslo i perioden 2013-2015. Vi diskuterer hvordan kunnskap om lærerstudenters refleksjoner om differensiering for disse elevene kan bidra til å styrke fremtidens lærerutdanning.Nøkkelord: differensiering, lærerutdanning, lærerstudenter, tilpasset opplæring, læreres profesjonsfaglig kompetanse Abstract Adapted teaching is a key principle in Norwegian school. This indicates that all students have the right to differentiation, which creates a complexity that is challenging for experienced and novice teachers alike. In this article we argue the importance of including differentiation as a topic as well as guided training in practising differentiation at campus. In this study we asked student teachers to reflect on the students in the classes they had taught for 12 weeks at the practice schools, and to characterise high potential students. The student teachers were asked to reflect on these students’ characteristics, mastery, and needs. The study includes data from interviews among 322 student teachers at the University of Oslo in 2013-2015. We discuss how knowledge about student teachers’ reflections about differentiation for high potential students, might enhance future teacher education.Key words: differentiation, teacher education, student teachers, adapted teaching, teacher professional development

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

“…with higher learning potential in contemporary education (Renzulli, 2012;NMER, 2016;Winstanley, 2016). Either way, if student teachers find the notion of enacting such differentiation challenging, then teacher education needs to address this issue (Brevik & Gunnulfsen, 2016;Darling-Hammond, 2010;Grossman, 2005). Given student teachers' lack of experience, teacher education has much to offer to create a safe learning environment for these students.…”

“…Although differentiation is essential for all learners, studies have shown that schools have inadequate knowledge about students with higher learning potential, and that instruction is differentiated only to a small extent to meet these students' needs and abilities (Norwegian Ministry of Education and Research [NMER], 2016). This situation may be explained by the fact that these students receive little attention in teacher education (Brevik & Gunnulfsen, 2016), and one could argue, more broadly in education in general.…”

Verdier, holdninger og kompetanseutvikling i et utdanningsperspektiv

“…Norskspråklig forskningslitteratur gir god støtte med tanke på identifisering av elever med stort laeringspotensial (Smedsrud & Skogen, 2016;Lie, 2014;Skogen & Idsøe, 2011) og tematiserer tilpasset opplaering og differensiert undervisning både generelt og i enkeltfag (Knutsen & Emstad, 2021;Brevik & Gunnulfsen, 2016;Ramton et al, 2021;Smedsrud, 2018;Smedsrud, 2014;. Forskere har sett naermere på elevenes egne erfaringer (Lenvik et al, 2021;Smedsrud, 2018), og på laererstudenters og laereres perspektiv Brevik & Gunnulfsen, 2016). Studentene mener det er viktig, men utfordrende å gi tilpasset opplaering til elevgruppen.…”

Adapted Education for Gifted Students in Norway: A Mixed Methods Study

“…Gifted students are not considered to have special needs; however, they require differentiation. Pre-service teachers have described gifted students as diverse and have reported difficulties in developing and implementing differentiated teaching targeting this student group [33].…”