Using differentiated teaching to address academic diversity in higher education

Matias Thuen Jørgensen,Lena Brogaard

doi:10.3167/latiss.2021.140206

Matias Thuen Jørgensen, Lena Brogaard

Open Access

https://doi.org/10.3167/latiss.2021.140206

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Journal: Learning and Teaching	Publication Date: Jun 1, 2021
Citations: 2	License type: CC BY 4.0

Affiliation: Roskilde University

Abstract

University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.

Highlights

University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching
We argue that studies testing the principles of differentiated learning in higher education are necessary, first, exactly because the university classroom differs significantly from primary and secondary schools in terms of academic diversity, physical layout, number of students, teaching style and pedagogy
Because the few studies that do exist on differentiated learning in higher education show that it leads to improved learning experiences and outcomes for students (Chamberlin and Powers 2010; Ernst and Ernst 2005; Santangelo and Tomlinson 2009)

Summary

Introduction

University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. University teachers supervise and instruct students within the same project or course with potentially very different prerequisites for achieving the same learning goals (Boelens et al 2018; Santangelo and Tomlinson 2009). The aim of this article is to examine in theory and practice how the pedagogy of differentiated teaching can equip university teachers with the necessary tools and theory to handle academic diversity in groups of students in project supervision or classroom teaching. We argue that studies testing the principles of differentiated learning in higher education are necessary, first, exactly because the university classroom differs significantly from primary and secondary schools in terms of academic diversity, physical layout, number of students, teaching style and pedagogy.

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