Different countries, different approaches to teaching and ...

Different countries, different approaches to teaching and learning?

Nicky Dulfer, Amy McKernan & Kimberley Brindle

Authors

Dr Nicky Dulfer Nicky Dulfer is a Senior Lecturer at the Graduate School of Education, University of Melbourne who has a decade's experience undertaking research within the field of education. Her past research projects include both quantitative and qualitative studies which connect to three key themes. The first theme, post-compulsory educational provision has included research investigating high stakes assessment, post-compulsory educational provision, school based apprenticeships and careers education. The second theme of equity has involved research in low and high socio-economic classrooms looking at retention and engagement strategies, funding models and equity practices. The final strand of Nicky's research focuses on pedagogy, and has comprised examining pedagogical practices, teacher efficacy, differentiation, engagement and retention in a range of secondary schools.

Dr Kimberley Brindle Kimberley Brindle is a researcher of the Graduate School of Education at the University of Melbourne. Kimberley has a background and interest in topics relating to educational and developmental psychology. Kimberley has experience in fields such as education, engagement in antisocial and risktaking behaviours, emotional regulation, psychological distress, autism, student retention, literacy and Indigenous Australians and will continue to develop her expertise in these areas of interest through ongoing research involvement and the production of publications.

Dr Amy McKernan Amy McKernan is lecturer at the Graduate School of Education at the University of Melbourne. She is a qualified history and EAL teacher whose research focuses on history learning and inclusive education. Her doctoral research examined the ways museums represent `difficult' histories, and how the representation of these contentious and confronting topics and events supports learning. More broadly, Amy is interested in issues of equity and access in diverse educational settings, and in the creation of inclusive classrooms for students with varied needs and experiences.

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Contents

1 Introduction ............................................................................................................................... 5 1.1 Rationale ............................................................................................................................ 5 1.2 Purpose .............................................................................................................................. 7 1.3 Background ........................................................................................................................ 7 1.4 The Research Questions................................................................................................... 10

2 Methodology............................................................................................................................ 10 2.1 Overview .......................................................................................................................... 10 2.2 Sample.............................................................................................................................. 12 2.3 Instruments...................................................................................................................... 13 2.3.1 The Survey................................................................................................................ 13 2.3.2 The Observation Instrument.................................................................................... 13 2.3.3 The Teacher Interview ............................................................................................. 14 2.4 Analysis ............................................................................................................................ 14 2.5 Limitations & Significance ................................................................................................ 15

3 How do Teachers Differentiate? .............................................................................................. 16 3.1 Content ............................................................................................................................ 16 3.1.1 Learning Goals.......................................................................................................... 16 3.1.2 Access....................................................................................................................... 17 3.1.3 Presentation............................................................................................................. 18 3.2 Process ............................................................................................................................. 19 3.2.1 Structure of Learning ............................................................................................... 20 3.2.2 Teacher Pacing ......................................................................................................... 20 3.2.3 Feedback .................................................................................................................. 21 3.2.4 Individual responses ................................................................................................ 23 3.2.5 Self-reflection........................................................................................................... 23 3.2.6 Student Instruction .................................................................................................. 24 3.2.7 Communication........................................................................................................ 25 3.2.8 Grouping .................................................................................................................. 25 3.3 Product............................................................................................................................. 26 3.3.1 Task sophistication................................................................................................... 27 3.3.2 Student Choice ......................................................................................................... 27 3.3.3 Student pacing ......................................................................................................... 28 3.4 Environment..................................................................................................................... 29

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3.4.1 Supports learning ..................................................................................................... 29 3.4.2 Safe and Inclusive..................................................................................................... 30 3.4.3 Flexible spaces ......................................................................................................... 31 4 Discussion................................................................................................................................. 33 4.1 Adaptation to local/global context .................................................................................. 36 4.2 What are the opportunities and challenges of differentiation?...................................... 39 5 Recommendations ................................................................................................................... 43 6 References ............................................................................................................................... 44 Appendix 1: Teacher online survey instrument............................................................................... 48 Appendix 2: Lesson observation instrument ..................................................................................... 0 Appendix 3: Teacher Interview (semi-structured) instrument .......................................................... 0

Figures

Figure 1: Observable evidence sources ........................................................................................... 11 Figure 2: Observation Instrument categories .................................................................................. 14 Figure 3: Feedback importance (survey).......................................................................................... 22 Figure 4: Student instruction importance (survey).......................................................................... 24 Figure 5: Environment factors external (observation)..................................................................... 29 Figure 6: Environmental factors within teacher scope (observation) ............................................. 30 Figure 7: Student attribute environment importance (survey) ....................................................... 31 Figure 8: Environment importance (survey) .................................................................................... 31

Tables

Table 1: Approaches to Differentiation (ATL) (IBO, n.d. p21) ............................................................ 7 Table 2: Comparison of differentiation, UDL and ATL frameworks ................................................. 10 Table 3: School demographics ......................................................................................................... 12 Table 4: Teacher demographics ....................................................................................................... 12

Vignettes

Vignette 1: Learning Goals ............................................................................................................... 17 Vignette 2: Problematising content ................................................................................................. 19

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Vignette 3: Structure of Learning..................................................................................................... 20 Vignette 4: Feedback ....................................................................................................................... 23 Vignette 5: Product differentiation.................................................................................................. 26 Vignette 6: Student Choice .............................................................................................................. 27 Vignette 7: Student pacing............................................................................................................... 29 Vignette 8: Flexible learning environments ..................................................................................... 32

List of Abbreviations

ATL .........................................................................................Approaches to Teaching and Learning CAST ........................................................................................ Center for Applied Special Technology FOA .....................................................................................................................Further Oral Activity HL ...................................................................................................................... Higher Level (IBDP) IB .........................................................................................................International Baccalaureate IBDP ....................................................................International Baccalaureate (Diploma Programme) IBO ................................................................................... International Baccalaureate Organisation IOC ........................................................................................................ Individual Oral Commentary SES .................................................................................................................. Socioeconomic status SL ...................................................................................................................Standard Level (IBDP) SPSS ................................................................................... Statistical Package for the Social Sciences UD ...........................................................................................................................Universal Design UDL ...................................................................................................... Universal Design for Learning

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