Differentiation of Teaching and Learning: Difficulties and Misconceptions
Dr Mary Koutselini
Abstract
This article investigates teachers’ misconceptions (National Research Council, 1997) about differentiation of teaching and learning which affect teachers’ attitudes towards theory and the implementation of differentiation in classrooms of mixed readiness. The aim of the article is to answer the question usually addressed by teachers in all levels of education referring to the difficulty to teach simultaneously students with different academic needs and to fulfil their different expectations. The question as such reveals implicit theories and misconceptions pertaining to teachers’ understanding of differentiated instruction. Clarification of the concept and provisions for the participatory in-service teachers’ training through Action Research (e.g. Koutselini, 2008b; 2010) are provided.