The implications of differentiated teaching in primary classrooms

Abstract

This study is concerned with the way differentiated teaching (DT) is being addressed in Malta. It explores the way in which mixed-ability teaching has affected the professional lives of teachers, both personally and collectively, as well as the role of the school leaders in assisting teachers in the course of DT. The study also highlights the views of those pupils whose teachers have adopted differentiated approaches to teaching and learning and considers the perceptions of two University Lecturers, who are knowledgeable in the field of DT. Furthermore, information from one Independent school regarding the impact of DT on its School Management Team (SMT), teachers and pupils was gathered by means of interviews through focus groups. The study then presents an analysis of the data collected from the focus groups and the interviews with the University Lecturers and proceeds to focus mainly on the implications of DT for both the teachers and pupils concerned. The study concludes that although the SMT together with the great majority of teachers and pupils are in favour of mixed-ability teaching, there are still some concerns regarding the difficulties of attempting to implement such a teaching approach.