Responding to learners’ diversity at an informal learning environment : differentiated instruction at the Society of Christian Doctrine in Malta

Abstract

Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres tried to facilitate the learning and participation of all. A qualitative research approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the planning and organising of differentiated instruction. These catechists were willing to experiment and innovate in an attempt to include all the children under their care in the learning process. As such they prepared interesting lessons, and, within a supportive learning environment, organised the differentiation of content, process and learning product. This research extends the knowledge on differentiated instruction to the informal, non- school, voluntary context. Nourishing insights are provided through reflection on the inclusive policies and practices existing in this sector.