Differentiation of teaching and learning: Difficulties and misconceptions

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Published: Dec 22, 2020
DOI: https://doi.org/10.12681/dial.25544
Keywords:
differentiation misconceptions action research constructivism cooperative learning
Μαίρη Ιωαννίδου-Κουτσελίνη
University of Cyprus
Abstract

This article investigates teachers’ misconceptions (National Research Council, 1997) about Differentiation of Teaching and Learning which affect teachers’ attitudes towards theory and the implementation of differentiation in classrooms of mixed readiness.  The aim of the article is to answer the question usually addressed by teachers in all the levels of education referring to the difficulty to teach simultaneously students with different academic needs and to fulfil their different expectations.  The question as such reveals implicit theories and misconceptions pertaining teachers’ understanding of differentiated instruction.  Clarification of the concept and provisions for the participatory in-service teachers’ training trough Action research (i.e., Koutselini, 2008b, 2010) are provided.  

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