Im Rahmen eines gemeinsamen Symposiums, dass wir mit den Projektpartnern von DEEP – Differentiated Instruction auf die Beine gestellt haben, konnten wir erste Zwischenergebnisse aus unserem Teilprojekt präsentieren. Als Diskutantin konnten wir Leonie Sibley gewinnen, die unsere Beiträge aus ihrer Perspektive einordnete und uns wertvolles Feedback mit auf den Weg gab.

Hier kann man das ausführliche Abstract zu unserem Beitrag nachlesen:

Primary School Students’ Perspectives on Differentiated Instruction Supported by Digital Tools 

It is widely accepted within the academic community that a fundamental step towards the realization of an equitable and fair education system entails the implementation of teaching strategies that take the diverse range of learners’ abilities and needs into account (Lindner & Schwab, 2020; Smale-Jacobse et al., 2019). The concept of differentiated instruction (DI) is frequently discussed as a potential strategy for creating inclusive classrooms and promoting equity in education (Gheyssens et al., 2020; Lindner & Schwab, 2020; Maia & Freire, 2023). While the implementation of differentiated instruction is widely recognized as a significant challenge for teachers (Lindner & Schwab, 2020; Smale-Jacobse et al., 2019), digital tools are discussed as potential ressources to support teachers in dealing with pupils’ heterogeneity (Dumont & Ready, 2023). Yet relatively little is known about students’ perceptions of these educational settings (Lindner & Schwab, 2020; Scarparolo & MacKinnon, 2024). Moreover, research on the perspectives of pupils typically includes students from secondary schools (e.g. House, 2020). The scarce existing evidence indicates that pupils in settings of differentiated instruction develop a sense of agency and control over their learning (House, 2020; Netcoh, 2017). This is also consistent with the perception of self-regulation being crucial in these learning contexts – for example, represented in the elements of personal responsibility and motivation (Netcoh, 2017) or self-efficacy and self-control (House, 2020) .  

In order to address the aforementioned gap this contribution aims to identify what is significant from primary school students’ perspective regarding differentiated instruction supported by digital tools. Thereby, we present preliminary results of a project that combines ethnographic and participatory research methods. The project is being implemented in six classrooms, with five to six pupils participating as co-researchers in each class representing a diverse group of pupils (e.g. regarding their academic performance, gender, socio-economic background, and special educational needs). 

Overall, the project employs a combination of methodological approaches. Firstly, academic researchers engage in classroom participant observation and document their findings using field notes (Beuchling, 2015). Secondly, pupils engage in collaborative research with academic researchers as co-researchers, with the aim of documenting their perception of learning in settings of  differentiated instruction supported by digital tools (Von Unger, 2014; Zahnd & Oberholzer, 2022, 2024). Prior to assuming the role of research participants, the pupils engage in workshops designed to familiarise them with the specific research questions and methodologies that will be employed. All pupils are provided with research diaries and smartphones, which facilitate the utilisation of photovoice as a participatory method (Wöhrer et al., 2017). The collected data is discussed in mutual meetings during which the pupils collaborate with the academic researchers to analyse and systematise their findings. 

The preliminary findings contribute to the existing knowledge concerning primary students’ perception of differentiated instruction and give some insight on the perceived role of digital tools in this context. In line with the findings at the secondary school-level, pupils have identified strategies for self-regulation, such as the ability to decide which tasks they wish to work on or to plan their own learning, as being especially beneficial. Regarding digital tools, pupils have indicated that the used digital media is sometimes perceived as confusing and boring. Nevertheless, e.g. educational videos are sometimes also rated positively by pupils. Yet, in comparison to this form of “digital” learning support by videos, students have rated learning support from teachers and classmates as even more benefical. In their experience, teachers can answer questions immediately and classmates can provide support in a more immediate and personalised manner.  

Literatur 

Beuchling, O. (2015). Partizipation als Forschungsmodus: Aus der Praxis des teilnehmenden Beobachtens. International Dialogues on Education. Past and Present, 2(1), 6–25. https://doi.org/10.25656/01:10688 

Dumont, H., & Ready, D. D. (2023). On the promise of personalized learning for educational equity. npj Science of Learning, 8(1), 26. 

Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2020). Good Things Come to Those Who Wait: The Importance of Professional Development for the Implementation of Differentiated Instruction. Frontiers in Education, 5, 96. https://doi.org/10.3389/feduc.2020.00096 

House, K. (2020). Student perceptions of personalized learning in a rural school district. [University of Louisville]. https://doi.org/10.18297/etd/3566 

Lindner, K.-T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2020.1813450 

Maia, V., & Freire, S. (2023). Understanding teachers’ mindset regarding differentiated instruction: Issues related to curriculum planning. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2023.2245831 

Netcoh, S. (2017). Student’s Experiences with Personalized Learning: An Examination Using Self-Determination Theory. Graduate College Dissertations and Theses. 

Scarparolo, G., & MacKinnon, S. (2024). Student voice as part of differentiated instruction: Students’ perspectives. Educational Review, 76(4), 774–791. https://doi.org/10.1080/00131911.2022.2047617 

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366 

Von Unger, H. (2014). Partizipative Forschung: Einführung in die Forschungspraxis. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-01290-8 

Wöhrer, V., Arztmann, D., Wintersteller, T., Harrasser, D., & Schneider, K. (2017). Partizipative Aktionsforschung mit Kindern und Jugendlichen. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-13781-6 

Zahnd, R., & Oberholzer, F. (2022). Stolpersteine und Wegweiser auf dem Weg zu inklusiven Lernarrangements. Schweizerische Zeitschrift für Heilpädagogik, 28(12), 16–23. 

Zahnd, R., & Oberholzer, F. (2024). Was können Schüler*innen zur inklusiven Unterrichtsentwicklung beitragen? Zeitschrift für Inklusion.