Using Differentiated Teaching to Address Academic Diversity in Higher Education: Empirical Evidence from Two Cases

Autor/inn/en	Jørgensen, Matias Thuen; Brogaard, Lena
Titel	Using Differentiated Teaching to Address Academic Diversity in Higher Education: Empirical Evidence from Two Cases
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 14 (2021) 2, S.87-110 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	Higher Education; Individualized Instruction; Teaching Methods; College Faculty; Student Diversity; Peer Evaluation; Seminars; Lecture Method; Outcomes of Education; Courses; Teacher Student Relationship; College Readiness; Undergraduate Students; Supervision; Social Sciences; Business Administration Education; Inclusion; Intervention; Student Evaluation; Feedback (Response) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Seminar; Lernleistung; Schulerfolg; Kursangebot; Teacher student relationships; Lehrer-Schüler-Beziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Inklusion; Schulnote; Studentische Bewertung
Abstract	University educators increasingly face groups or classes of students with diverse academic levels, challenging a 'one size fits all' approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01