Differentiation : highlighting good differentiation practice. A study of two local state schools

Abstract

This dissertation highlights good differentiated practice in two local primary state schools in classes 1 - 6. Through classroom observations and in-depth interviews it examines how differentiated teaching gets "the best out of every pupil" so that they are able to show what they know, understand and what they can do. Differentiated teaching strategies are highlighted in order to cater for each child's level of readiness, interests and learning profile. The crucial point of this study is the importance of equipping pupils with the necessary tools to empower them to have an active role in their own learning. It has also been concluded that differentiation is a responsibility which needs to be shared with all stakeholders. These include the Senior Management Team, the teachers, the pupils and their parents. From the study it emerged that not all parents understand differentiation and therefore more parental sessions regarding the importance of differentiated instruction should be held. The formulation of a school based policy about differentiated instruction, including ongoing assessment and sharing of good practice, would be of great help to teachers. A triangulation method of research was used throughout this dissertation: questionnaires, classroom observations and interviews, in order to highlight good differentiation practice, which helps teachers maximize pupils' growth and hence promotes success.