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

2. Table of contents Introduction Program Results Pitfalls & successes
Discussion

3. Introduction

4. Introduction
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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)

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

6. 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”

7. Adapted from: Oaksford & Jones, 2001

8. A differentiated instruction Professional development Program

9. 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

10. 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?

11. Achievable and realistic strategies

12. 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

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

14. Teacher professional development towards differentiated instruction
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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

15. Pitfalls & successes

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

17. Implications for teacher education

18. 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’

19. Discussion

20. 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?

21. Thank you.
Contact:
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