Matching Teaching to Learners

Abstract

This chapter is about assessment and differentiation. The chapter discusses forms of assessment that can support the teacher in monitoring learning and refining teaching, and various approaches to differentiation that may be needed given that every class comprises a diverse range of learners. Assessment that is about supporting the educational process, rather than evaluating and crediting outcomes, is seen as a pedagogic tool. This chapter looks at the value of pre-tests, as well as various types of examples of diagnostic instruments to support teachers in eliciting learners’ current thinking, and discusses some examples of diagnostic instruments available to support teachers in checking for common alternative conceptions. The kinds of learning activities that provide ongoing formative assessment are considered. This chapter considers the diversity of learners and the task of matching the teaching to the learner. Learner diversity is a major issue in teaching at all levels that requires us to keep in mind the range of ways in which every learner we work with is somewhat unique. Differentiation concerns techniques to respond to the diversity often found in classes such that teaching that is well-pitched for some learners may be too difficult for some classmates, and yet, at the same time, inadequate to stretch others. Differentiation is usually understood in terms of matching the difficulty of material to the readiness of learners. However, we may also differentiate in other ways, such as offering choices to meet interests or focusing on different learners’ particular development needs when assigning activities or roles.