There have been a couple of news items about the link between the practice of differentiation and student achievement (see here and here). These have been prompted by the release of TALIS; an OECD survey of teachers. Caution is needed here because differentiation and differentiated instruction mean many things to many people. For instance, differentiation could simply mean targeting teacher questions to specific children. In some versions of differentiation, students may be given different tasks due to some conception of their ‘learning styles’. However, the data from the survey relates to the specific practice of giving different students different tasks to complete within the same classroom, either because they are ahead of their peers or because they are struggling.
I have collated the data on this survey question and then plotted 2012 PISA mean maths score against it in order to produce the chart below (click for clearer view):
Pingback: Advice for a new secondary school teacher | Webs of Substance
Do you have a link as to where you found the raw data for your graph?
I’d love to have a look at it, but as of yet can’t find it anywhere.
Thanks!
I found it on the OECD website when the TALIS report was published. I didn’t record the exact link.
Pingback: Being part of it: ResearchED Sydney | Filling the pail
Pingback: Doing differentiation differently? | Eponymous
Pingback: Misunderstanding Differentiation | Filling the pail
Pingback: Diiferentiation is well-intentioned. But it is bankrupt – Guest Post – A Chemical Orthodoxy
Pingback: The best list of research links – brilliant! | Kesgrave High School
Pingback: Differentiating, decluttering and other easy mantras | Filling the pail