We need to talk about… differentiation
Smith, L. D., Coombes, S, Magaji, A., Wragg, J. and Hornsby, R. (2022) We need to talk about… differentiation. ASE International Journal, 16. pp. 48-52.
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Abstract
Differentiation has been one of the main teaching strategies used to support inclusion in the classroom when teaching a diverse class of pupils who vary in ability and needs. In England, the Teachers’ Standards 5 (DFE, 2021) is clear that teachers need to ‘know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively’ (p.11). This aim is challenging, as differentiation is a complex and a broad teaching approach that incorporates many practices to improve inclusion. It involves a multitude of professional decisions that the teacher must make during a lesson. This article will explore differentiation, the misconceptions associated with it, and classroom practices to support differentiation.
Item Type: | Article |
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Uncontrolled Keywords: | Differentiation, assessment, pedagogy |
Subjects: | H Social Sciences > H Social Sciences (General) |
Faculty / School / Research Centre / Research Group: | Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning |
Last Modified: | 05 Sep 2022 09:40 |
URI: | http://gala.gre.ac.uk/id/eprint/37216 |
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