Differentiated instruction A professional development program to make DI work Wouter Smets VELOV 4/FEB/2016

Table of contents Introduction Program Results Pitfalls & successes Discussion

Introduction

Introduction 27/10/15 Differentiated instruction (‘binnenklasdifferentiatie’) is an approach to teaching that takes into account differences between students in a proactive, positive and planned way in order to gain the maximum learning effect for each student. (Coubergs, Struyven et al. 2015)

Student diversity: ‘a problem in de classroom?’ introduction Student diversity: ‘a problem in de classroom?’

Trend towards inclusive education learning disorders special needs Introduction Trend towards inclusive education learning disorders special needs roots in migration Basic teaching competences (Vlaams ministerie van Onderwijs, 2007) “voor leerlingen met specifieke behoeften, in het kader van het leerzorgbeleid en de handelingsplanning, leerinhouden en -ervaringen afstemmen op het realiseren van de vooropgestelde doelen door te differentiëren, remediëren, compenseren en dispenseren” “doelstellingen differentiëren afhankelijk van vastgestelde verschillen en/of op basis van beschikbare documenten”

Adapted from: Oaksford & Jones, 2001

A differentiated instruction Professional development Program

A differentiated instruction Professional development Program Teachers - 4 schools - subject groups 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

Research questions Which choices did the participating teachers make when trying to realize differentiated instruction? a) Which strategies and teaching methods are regarded by the participating teachers as achievable and realistic on the short term. b) Which strategies and teaching methods are regarded by the participating teachers as not achievable or realistic on the short term. Which pitfalls did the participating teachers encounter when trying to realize differentiated instruction? Which successes did the participating teachers encounter when trying to realize differentiated instruction?

Achievable and realistic strategies

Achievable and realistic strategies Teaching strategies A B C1 C2 D cooperative structures x   collaborative work X contracting work extended instruction individualised tasks project work case studies problem based learning Teacher controlled Low student self- regulation

Upper left = Achievable and realistic for beginners Lower right = Longer term professional development

Teacher professional development towards differentiated instruction 27/10/15 skills development: differentiated teaching techniques and class management teaching cycle development: begin assessment and assessment of differentiated instruction mindset development differentiated instruction as a philosophy theoretical frameworks on differentiated instruction

Pitfalls & successes

Pitfalls & successes Facilities Experience Support Mindset Classroom; ict; teaching tools Urgency for innovation Standards; team; externals Teacher & students

Implications for teacher education

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’

Discussion

Discussion Is differentiated instruction an expert-teacher skill or is it a basic teaching skill? Where does differentiated instruction belong in the curriculum of aspirant-teachers?

Thank you. Contact: wouter.smets@kdg.be 27/10/15