European Inclusive Learning Hub

Dealing with differences in the classroom is - partly due to developments in the field of the M-decree and action-oriented working - a major challenge for schools. The innovation fund Gleaagdheid in Differentiatie, therefore examined the critical success factors of effective and efficient differentiated working in primary school and teacher training. As the title of the project suggests, different layers of differentiation are highlighted. These are the class level, the school level and the training of teachers.

It enables teachers to train for managing inclusive and diverse classroom. Also it offers online tools and a platform to reach good examples and exchange their ideas. As a final product we propose this web tool. Some good practical examples are shown on this web tool that were collected during the project. This instrument mainly wants teachers, schools and teacher training to reflect on their current differentiation and to provide them with concrete and inspiring examples and tips to optimize their own practice with regard to differentiation.

To investigate the critical success factors of effective and efficient differentiation, the project went in search of good practical examples. First a theoretical frame of reference was developed on the basis of a literature study in which extensive consideration was given to what differentiation means for the class, the school and the teacher training. On the basis of this study, the aforementioned five domains and elements were proposed as critical success factors.

In the second phase, these five domains and five elements were tested in practice on the basis of interviews and observations. A total of 57 lessons were observed in eight primary schools. These were mainly the subjects of mathematics, world studies and Dutch. The observations were made in the first, second and third degree. There was also an intake interview with the school's policymakers and the teachers were asked about their classroom practice after the observations. A total of 12 interviews took place in four teacher training courses. Policymakers, lecturers and students were surveyed.

In the third phase, the proposed domains and elements were refined based on this data. This data was presented to the participants of the project via an inter-vision session.

In the final phase, these domains and elements were worked out in the web tool. Good practical examples at the level of the class, the school and teacher training courses were linked to these domains and elements.

This project focuses on five domains within which differentiation can be made, namely a powerful learning environment, curriculum, assessment, instruction and classroom management. Within these five domains, five elements are central, namely student profile, learning process, climate, involvement and transparency. It is important that each of the five elements can occur in every domain: the combination of both forms an added value for differentiation. More information about the domains and elements can be found here.

Some results can be deduced from the observations and interviews.

Class

At the class level, there are already many good practices of differentiation. Teachers show nice examples of differentiation through minor interventions. For differentiation, however, it is important to include the five elements. These are not all five equally strong in the good examples of this project. What is striking is that differentiation is mainly focused on the learning process of the students. Work leaves are offered at different levels, students are challenged, the learning process of students is tested, extra instruction is offered to students who need it and students are positively confirmed. Pupils are involved in some lessons, their input is valued, they have a share in the assessment, give each other instructions and bear responsibility in the interaction process. Nevertheless, it appears that pupils do not have a say in every class in terms of learning content and the structure of their learning process. Teachers also focus on the climate. Interaction is encouraged, attention is paid to the experience of assessment and there are clear rules and agreements that encourage active learning and collaboration. In the study it was not clear whether teachers always take the well-being of their students into account when drawing up the curriculum. Less differentiation is made according to student profile. Differentiation according to initial situation, talents, motor or creative aspects, etc. is hardly discussed. Few good practical examples were found in terms of transparency.

The observations showed that the elements do not only appear isolated, but that didactic methods can respond to different elements. Cooperative methods can, for example, respond to the student profile (students learn to interact), the learning process (students learn from each other), the climate (a good atmosphere in the classroom and mutual interaction), involvement (students are actively involved in the lesson) and transparency (making choices clear to the students). Pupils are still often grouped homogeneously, placing children with the same cognitive level together. However, less is used for heterogeneous groups where students from different levels work together.

School

At the school level, both teachers and school policies strongly indicate that a safe, open school environment in which teachers can work together and in which there is a common vision of differentiation is important to work on differentiation. It ensures that teachers can exchange ideas and experiences. For example, when teachers can prepare lessons together, this gives them room to think about and experiment with differentiation. Working with subject anchors and care support staff who specialize in a specific theme (e.g. measuring math, linguistics, but also ideas for deepening) ensures that there is also attention for teachers' talents.

Teacher training

As far as teacher training is concerned, there appear to be very different expectations about the preparation of future teachers. It is especially important to work on a certain attitude. Differentiation is not so much a skill but rather an attitude from which the preparation and lesson realization must be shaped. To prepare future teachers for this, it is important that the theme of "differentiation" is not a component that is dealt with separately, but that it is a recurring theme that is systematically addressed in all courses.

Whether teacher educators differentiate themselves depends on their personal vision. Do they see differentiation only as alignment with the learning process or do they also take into account the other elements of differentiation? A teacher educator who himself has a clear vision of all areas of differentiation is more inclined to include this in the lessons. When a teacher educator differentiates himself while he also expects this from the future teacher, he trains students congruently. It is important here that students always return to the meta level: what exactly have we done? Why are we doing this? In this way the theory is brought to life and the students realize that teacher trainers do indeed differentiate.

Pre determined five domains and five elements were tested in practice on the basis of interviews and observations. A total of 57 lessons were observed in eight primary schools. These were mainly the subjects of mathematics, world studies and Dutch. The observations were made in the first, second and third degree. There was also an intake interview with the school's policymakers and the teachers were asked about their classroom practice after the observations. A total of 12 interviews took place in four teacher training courses. Policymakers, lecturers and students were surveyed.

Then, the proposed domains and elements were refined based on this data. This data was presented to the participants of the project via an inter-vision session.

In the final phase, these domains and elements were worked out in the web tool. Good practical examples at the level of the class, the school and teacher training courses were linked to these domains and elements.

On January 21, 2015, a study day took place during which the web tool was presented and some participating schools shared their experiences with interested parties. These experiences were always linked to the five proposed domains and elements.

Project aimed to measure ongoing inclusive education methods at that time and create online tools and training courses to improve missing points,

There were many participants from different branches of education (list can be seen on http://differentiatieinonderwijs.be/het-project/wie). So, it increased relevancy and variety of resources.

Gelaagdheid web page (online sources) http://www.differentiatieinonderwijs.be/

Theoretical Framework, Fieldwork (Interviews and observations), Evaluation and presentation of collected data, Creation of Web tools.

Good practical examples at the level of the class, the school and teacher training courses were linked to these domains and elements.

It is to be mainly used by primary education teachers only.