Differentiated instruction

Differentiation in the teaching assumes that learners have different conditions (heterogeneous learning groups ( heterogeneity) ). Differentiation aims at the individual learner to offer a learning its initial position appropriate learning arrangement. This is basically the forms of internal differentiation ( esp. measures for differentiation in the classroom ) and external differentiation ( esp. measures for division of students into homogeneous groups as possible, such as annual classes, remedial courses but also in different types of schools ) distinguished. Differentiation can be seen as an individualization of learning in a larger study group.

Definitions

Differentiation by Schittko (. 1984, quoted in Vollstädt, 1997): Schittko is based on two basic assumptions: 1 pupils have specific, different learning conditions; 2 There are different social expectations of the students. As a result, therefore, he sees a need to classify students according to certain criteria, and to make the lessons for special educational measures. His aim is thus possible to achieve the set goals and largely to meet the conditions meet. Disadvantage: Schittko thus aims at a uniform curriculum that is difficult to achieve because of the target variation.

Differentiation by Vollstädt (1997): In his view, the teacher differentiated because it has certain claims to his teaching: on the one hand he wants each of his students provide optimal learning opportunities and at the same time secure the claims and standards in the technical, institutional and social aspects.

Differentiation by Bönsch (1995 ): Differentiation describes two things. 1 The varying approach to the presentation of the learning material (from the perspective of the teacher ) or the processing of the learning content (from the perspective of the student ). 2 Differentiation describes the classification of students into different groups ( out of school, the state or the teacher's point of view) or belonging to a group ( students think ). Differentiation in the extreme case for customization.

Individualization

Individualization (see also individualized learning ) here describes the claim that a teacher provides to itself and its lessons. He wants taking into consideration individual learning requirements and wishes and make the lessons accordingly (in the extreme case, each individual student learns something else). Differentiation is a way or rather the attempt of teachers to meet this demand. Short differentiation is one way ( the principle of ) to achieve customization. After Bönsch (1995 ) Differentiation criteria and options can only offer the " mid-level " solution aids, that is, only for groups of learners within the class. Differentiation is then used for individualization when the learner " picked up " at his own possibilities is ( Bönsch, 1995), that is, learning begins where it begins for the students to be new. In constructivism would start where the student is pertubiert, disturbed, ie where a cognitive conflict is called.

Reasons for differentiation

After Bönsch (1995 ), the traditional lessons are based only on average, a non- existent, unknown average student and is in " lock-step " ahead ( cf. John Amos Comenius zit. , Becker, 2004). Von der Lieth terms this approach as " teaching the tram road map" (quoted in Becker, 2004). Thus, the conventional teaching, ie teaching, the less differentiated the individual student and his knowledge, and his individual learning style and its special requirements do not meet. It may therefore happen that are aborted for a thought processes after the half ( because the teacher carries on the substance, but the individual students so far (eg only at the half) is not - the teaching is therefore too fast ). On the other hand, if the lesson is too slow, " idle lines " arise. Both options have the consequence that there may be frustration, fatigue learning or knowledge gaps. Further offers lessons in classes to small opportunities on the individual skills and interests, which develop within the subjects to respond.

After Vollstädt (1997 ) the objective of differentiation is the optimal promotion of the individual student. After Vollstädt (1997) students have different learning abilities, skills and interests. In addition, learning is an individual and constructive process, supporting and hindering conditions subject (see, for example, according to constructivism Empire or Glasersfeld ). By differentiating the individual characteristics of the students are to be strengthened and specific learning systems are pronounced deeper. Furthermore, collaborative learning in differentiating instruction can help to reduce learning deficits (eg by division into support groups). I can also promote the skills required by differentiation.

After Ulf Preuss -Lausitz the modern, globalized world has higher demands on the students. For this reason, the teaching must change in order to give the student the opportunity to integrate into society.

Why is so rare distinction - hampering factors

Despite the advantages offered differentiated instruction, is still rarely differentiated. This has several reasons:

• Much work: Firstly, in the preparation, especially if you are alone (ie without direct support from colleagues ) has to wear this preparation. On the other hand in the classroom through the intensive study of individual students. But it provides differentiation in the long term relief through better services, more motivated students and less classroom disruptions.
• No time to differentiate. The issues need to be taken quickly to the set curriculum and to meet the educational standards. But then one must also ask how much will hang it? Is it not, therefore, to make rather less, but this intensive, that is, offer students the chance to better themselves to penetrate it and to tie it on prior knowledge, so that it gains in relevance for the individual? Thus, although less is taken, but this remains for it adhere better.
• Ignorance of appropriate differentiation methods
• Fear of the teacher some of its control over the lessons to his students pass or. Due to negative previous experiences, possibly also from colleagues
• Tradition, that is, the teaching has always been based on the average student. In addition, especially behaviorist methods of teaching and learning have already been used in their own teaching that one has witnessed as a student earlier. Furthermore, the teacher training aims still from the fact that the education has to be based on binding targets hours. This restricts the freedom of the teacher and the student.
• Class size, that is, the classes are too large to offer differentiated provision.