History of Differentiation: a Confused Concept?
Duffy (1990) mentions that even though ‘differentiation’ has been discussed, minimal light has been tossed on what it is and how it is to be accomplished. Dyson (1993) defines it as a tremendously abused term, ‘over used, infrequently clarified, or investigated.’ Daniels (1993b) communicates a comparative point and goes to make a supplication for a more consistent and reliable approach of its utilisation by teachers. The Association of Science Educators (ASE, 1991) depict it as the 'educational buzz word ' of the nineties furthermore points out that the term is not generally as clear as thought by those utilising it. Although, there seems to be no consistent perspective or coherent policy between …show more content…
In 1974, the first board of enquiry on the education of students with SEN was established in England and Wales (Warnock, 1978). Although, giving a child the label ‘SEND’ tells us nothing sufficiently particular about a student and their learning to begin to conceptualise what may be done to help on the grounds that the term covers a large scope (Wearmouth, 2012). As Fulcher (1989) mentions, staff may respond to learners’ needs in various ways. However, one effective way is to frames of references and set of planned responses to assist them in their journey and ensuring progress (Fulcher, 1989). Although, concentrating on what is wrong with an individual implies underlining courses in which they are deficient or insufficient, where inadequacies can be "dealt with" like an ailment (Salmon, 1998). This may result in learners experiencing negative ways of meeting needs. Cole (2005) reports on her own study of the views of teachers who were mothers of children with SEND and notes how perspectives changed when their own children were identified as experiencing difficulties (Cole, …show more content…
Numerous scholars view differentiation as a more powerful learning tool than curriculum. William (2011: 13) claimed that "a bad curriculum taught well provides a better learning experience comparing to a good curriculum taught badly therefore pedagogy outdoes curriculum, because pedagogy is curriculum, and the importance lies with how things are taught rather than what is taught. “
Also, Hattie (2009: 159) notice, "the curriculum is less significant in comparison to the pedagogy used to ensure that learners ' progress up through the curriculum". Furthermore, Manen (1991) advises us that the most essential pedagogical inquiry a teacher can ask is the manner by which a specific learner is encountering what is being taught. Another way to envision curriculum is to consider what teachers plan to teach—and what they want pupils to learn. Although, the more troublesome inquiry includes characterising the attributes of quality curriculum—the nature of what we ought to teach and what we ought to request that our students learn. Consequently, differentiation must be seen as an entitlement to a full and adaptable
Duffy (1990) mentions that even though ‘differentiation’ has been discussed, minimal light has been tossed on what it is and how it is to be accomplished. Dyson (1993) defines it as a tremendously abused term, ‘over used, infrequently clarified, or investigated.’ Daniels (1993b) communicates a comparative point and goes to make a supplication for a more consistent and reliable approach of its utilisation by teachers. The Association of Science Educators (ASE, 1991) depict it as the 'educational buzz word ' of the nineties furthermore points out that the term is not generally as clear as thought by those utilising it. Although, there seems to be no consistent perspective or coherent policy between …show more content…
In 1974, the first board of enquiry on the education of students with SEN was established in England and Wales (Warnock, 1978). Although, giving a child the label ‘SEND’ tells us nothing sufficiently particular about a student and their learning to begin to conceptualise what may be done to help on the grounds that the term covers a large scope (Wearmouth, 2012). As Fulcher (1989) mentions, staff may respond to learners’ needs in various ways. However, one effective way is to frames of references and set of planned responses to assist them in their journey and ensuring progress (Fulcher, 1989). Although, concentrating on what is wrong with an individual implies underlining courses in which they are deficient or insufficient, where inadequacies can be "dealt with" like an ailment (Salmon, 1998). This may result in learners experiencing negative ways of meeting needs. Cole (2005) reports on her own study of the views of teachers who were mothers of children with SEND and notes how perspectives changed when their own children were identified as experiencing difficulties (Cole, …show more content…
Numerous scholars view differentiation as a more powerful learning tool than curriculum. William (2011: 13) claimed that "a bad curriculum taught well provides a better learning experience comparing to a good curriculum taught badly therefore pedagogy outdoes curriculum, because pedagogy is curriculum, and the importance lies with how things are taught rather than what is taught. “
Also, Hattie (2009: 159) notice, "the curriculum is less significant in comparison to the pedagogy used to ensure that learners ' progress up through the curriculum". Furthermore, Manen (1991) advises us that the most essential pedagogical inquiry a teacher can ask is the manner by which a specific learner is encountering what is being taught. Another way to envision curriculum is to consider what teachers plan to teach—and what they want pupils to learn. Although, the more troublesome inquiry includes characterising the attributes of quality curriculum—the nature of what we ought to teach and what we ought to request that our students learn. Consequently, differentiation must be seen as an entitlement to a full and adaptable