Διαφοροποιημένη διδασκαλία και ψυχοκοινωνική προσαρμογή στην πρώτη Δημοτικού: Έρευνα δράση

Abstract

Differentiated instruction seeks to enhance learning by adapting the curricular elements according to students’ diverse characteristics and needs. In the present study, differentiated instruction was implemented in the first grade as a framework that facilitates students’ psychosocial adjustment. It was a two-year-long action research  that unfolded in two phases, each one lasting one academic year and was conducted by the same teacher-researcher, with two different groups of students. Classroom choices had to do with to the learning environment, curriculum planning, ongoing assessment, responsive instruction, and classroom leadership and management. Qualitative data were collected through descriptive assessment rubrics concerning student social-emotional skills, students’ and parents’ written reflection, group interviews in the classroom, interviews with the parents and with the specialty teachers that taught the class. Findings demonstrate that the implementation of differentiated instruction improved the students’ first-grade learning experience and psychosocial adjustment. More specifically, data showed that differentiated instruction allowed for alignment between the students’ previous learning environments and the first-grade classroom. This alignment was not limited to the characteristics of the physical environment, but involved deeper continuity of philosophy, goals, practices, and assessment. Learning was active and meaningful, and students’ prior knowledge and experiences were valued. Additionally, it emerged from data analysis that the differentiated classroom functioned as a quality learning environment that was organised, supportive, and responsive to the students’ needs and characteristics. Being safe and challenging, the learning environment kept the students alert, allowed for learning risks, and led everyone to progress. Finally, the content analysis of the reflection and interviews of the participants showed that the differentiated classroom promoted resilience. The delicate balance between structure and autonomy in the classroom encouraged choices and emphasised students' responsibility, self-efficacy, self-regulation, and self-control. The class became a caring and supportive learning community, that held high expectations for all students, recognised effort, and consequently nurtured confidence. Thus, in the differentiated classroom, student adjustment was further supported, as the students developed psychosocial skills related to resilience. These skills transform difficult situations into opportunities for further development. The present research suggests viable ways for differentiating the learning environment and instruction to address student diversity, even though it is an effort in an educational system characterised by uniformity and teaching to the middle. It describes the gradual transition from a conventional to a differentiated classroom, adding to a deeper understanding of differentiation, through the perspectives of the students, parents, and specialty teachers who taught the class. As with all action research studies, the present study has a personal, professional, and political dimension. It led to the amelioration of the learning experience of the student groups that participated in the research, while igniting a dialogue about the necessity of the implementation of differentiated instruction in the wider context of the school. At the same time, it empowered all participants (teachers, students, and parents) giving them a voice on an equal footing, in an effort to align classroom environment and learning to the social demand for access to high quality educational environments that meet the needs of all students.