unwilling to differentiate
Some have found that not all differentiation is positive or beneficial. Differentiation may imply support for the development of gifted pupils, but "different" does not necessarily mean "better suited for".
While a teacher may be a factor in the effectiveness of differentiation, placing demands on a teacher to effectively teach students with a broad range of readiness and ability concurrently may be less conducive to learning than cluster grouping students for each subject by readiness and ability without regard to chronological age.
A roundup of other posts to inform about differentiation include:
- differentiation which holds gifted kids back: selective
redo opportunity & leveling out
- differentiation in instruction, or in
output - differentiated task demands for
CC - differentiation in
assignments - differentiated task demands, compared to
running a mile- differentiating within
cluster groups by readiness and ability- differentiation as a
buzzword- differentiation which
masks lack of teaching with appropriate curriculum and pacing
- differentiation to thwart
talent development or obfuscate the level of acheivement
- Seek clarification on the 5Ws of
differentiation It is my understanding that many areas do not consider being gifted, or the asynchronous development often associated with being gifted, to be an impairment in accessing education, therefore in many areas only a learning disorder/disability would provide a legal basis for ensuring support services.
