The challenge of differentiation in primary school teaching

Abstract

The purpose of this qualitative study was to explore the possibilities of differentiated teaching in a classroom of children with different levels of ability and achievement. There is a substantial amount of research on how to differentiate instruction in the class (Tomlinson & Eidson, 2003). However, multi-level teaching is also regarded a difficult task when one tries to reach all children's needs whilst keeping to a set curriculum and a rigidly-set state standard of examinations. This action-research project was an attempt by the author to face the challenges of reaching out to all of her 30 Year 4 primary pupils through differentiated teaching, while keeping a record of her efforts and its impact on the pupils. It was found that the strategy of multi-level teaching involves a shift in philosophy and practice for the teacher researcher. Three crucial, major themes emerged from the results which are required to fulfil the challenge of differentiated instruction: (i) multi-level teaching is possible; (ii) the establishment of successful support systems; and (iii) that differentiation is a journey of discovery. The findings imply that successful differentiated instruction and multi-levelled teaching fundamentally depends on the teacher's level of dedication and the ability to balance curriculum and individual student's needs. This study recommends that there is on-going teacher training and the establishment of further curricular and classroom support.