We presented our findings on differentiated instruction at the EARLI SIG 15 conference at the University of Helsinki
Ask a teacher whether they use differentiated instruction (DI) for students with special educational needs. Then ask their students.
Chances are the two accounts won’t always line up.
These findings are based on a nationwide study conducted by the OEJQS in collaboration with UCLouvain. Teachers report using DI regularly in their classrooms while students are more neutral about how often they notice it.
This isn’t necessarily a contradiction. The adaptations may be applied very discreetly. Or teacher and student may each be seeing something the other cannot.
Martine Frising and Anne-Marie Muller presented these findings at the EARLI SIG 15 conference at the University of Helsinki — “Teacher claims, SEN student views: Investigating gaps in differentiated instruction across Luxembourg’s primary and secondary schools”.
