On July 6 2022, the UM team discussed preliminary results of (best) practices for differentiated instruction in vocational educationat ORD 2022 in Hasselt
Boukje Compen, Jolanda van Golde, Daniëlle Verstegen, Jeroen van Merriënboer & Diana Dolmans
Introduction
School closures during the COVID-19 pandemic have enlarged differences among students (Haelermans et al., 2021). Differentiated instruction – a widespread approach to respond adequately to differences between students in a class or group – can be used to address growing inequalities (Tomlinson et al., 2003). Keuning et al. (2021) identified five principles in the context of primary education that should be met for effective differentiated instruction: goal-setting, constant monitoring, challenging, aligning instruction and processing, and encouraging self-regulation. The importance of these principles was confirmed in secondary education. However, research on differentiated instruction in vocational education is scarce, although recent evidence shows that while vocational education teachers in the Netherlands recognise the importance of differentiated instruction, “implementation is often too little thought through and with insufficient results” (Inspectie van het Onderwijs, 2021, p.2). The specific characteristics of vocational education (e.g. the focus on competence development) may call for a different implementation of differentiated instruction than other educational contexts. Therefore, the objective of this study is to investigate whether the principles of differentiated instruction are applicable in vocational education and how they are – or could be – implemented in this context. In other words, we aim to identify (best) practices in the field of differentiation in vocational education.
Research questions
- To what extent do the differentiation instruction principles identified in other educational contexts also apply in vocational education?
- What are the (best) practices in the field of differentiated instruction in vocational education?
Methodology
We conducted focus groups in three regions with different education systems: Limburg (Netherlands), Limburg (Flanders) and Liège (Wallonia). Focus groups were organised by educational level (MBO vs HBO in the Netherlands and secondary vs higher education in the Belgian regions). In order to combine insights from theoretical and practical perspectives, educationalists with expertise in the field of differentiated instruction in the vocational education context took part in each focus group, as well as teachers from the target group (teachers in vocational courses related to healthcare and the green sector).
To investigate the interpretation of the principles – the (best) practices – in the field of differentiated instruction, five hypothetical vignettes were discussed, outlining situations that vocational teachers might encounter in dealing with differences among students. Each vignette was based on one of the five differentiation principles described by Keuning et al, (2021) and were created in collaboration with teachers from the target group. This bottom-up approach ensured that the vignettes matched the context of vocational education.
Results
Preliminary results confirm that teachers in vocational education encounter large differences in student characteristics within classes or groups (e.g. in terms of prior education, socio-economic status, home situation and language proficiency). In addition, it appears that the combination of theoretical and practical subjects entails several consequences that make effective differentiated instruction major challenge.
Respondents expressed their agreement regarding the relevance of the differentiated instruction principles. The teachers shared in what ways they currently implement these principles in their teaching practice and the educationalists shared how, according to their expertise, they could be implemented by teachers. It was emphasised that, in vocational education, it is essential that teachers coach and motivate their students, that they collaborate with them, and that they recognise the needs and talents of their students and are able to respond to them – without focusing solely on final performance.
Conclusions and discussion
The differentiated instruction principles that were identified in other educational contexts are applicable in vocational education, but the way in which they are implemented appears to depend strongly on the educational context. These insights – like the (best) practices that emerged in this study – are important in the development of professional development initiatives focusing on differentiated instruction in vocational education.
For more information, consult the accompanying slides. The final result will be published in a scientific paper.
References
Haelermans, C., Jacobs, M., van Vugt, L., Aarts, B., Abbink, H., Smeets, C., … & van Wetten, S. (2021). A full year COVID-19 crisis with interrupted learning and two school closures: The effects on learning growth and inequality in primary education
Inspectie van het Onderwijs. (2021). Themaonderzoek differentiëren in MBO. Ministerie van Onderwijs, Cultuur en Wetenschap.
Keuning, T., van Geel, M., & Smienk-Otten, C. (2021). Differentiëren in 5, 4, 3… Pica.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119-145.
