Are we making teaching too difficult? A critical look at 'differentiation' in the classroom

Are we making teaching too difficult? A critical look at 'differentiation' in the classroom

• Westwood, Peter The University of Hong Kong

Hong Kong Special Education Forum, 5, 13-29, 2002

Special Education Society of Hong Kong Ltd.

2002

• F Learning & Teaching
  • FB Streaming, Tracking, Grouping & Size of Class, Seating Arrangements, Mixed Ability Teaching

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

This article first describes some of the ways in which teachers might (in theory) differentiate their approach to teaching and learning in inclusive mixed-ability classrooms. The writer then questions whether teachers faced with a heavy workload, large classes and subject specialization can really be expected to adopt and sustain the use of such differentiation strategies. How much classroom differentiation is beneficial and achievable? What problems are associated with differentiation and what are the alternatives? These issues are addressed with particular reference to the Hong Kong context. Given the current enthusiasm for 'curriculum tailoring' and 'adapting instruction' it may appear to be heresy to suggest that this heavy emphasis on individual differences among students could make teaching just too difficult for the average practitioner — and may not necessarily be the best way of meeting students' educational needs and raising achievement standards.
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
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• English

Journal Articles

• 15627861

https://bibliography.lib.eduhk.hk/en/bibs/452a1074

2019-01-03