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The majority of Dutch teachers have trouble adapting their lessons to fit differences between pupils. This problem of a lack of differentiation within lessons has been described to be the ‘Achilles heel’ of Dutch education. (van den Broek d’Obrenan et al., 2011, p. 256) Although the Inspection of Education has been aiming to improve this aspect over the last three years, their reports show that it has not. This practical research was set up for the Fontein Mavo in Bussum, after it had received a critical review from the Inspection of Education. This review stated that the quality of its education is sufficient but lacks proficiency in several areas, one of them being: handling differences between pupils within lessons. Although the review did state that the inspection had hardly noticed that the lessons were designed to fit the differences between pupils, it did not explain how this could be improved. The aim of this research is to clarify what the Inspection of Education means by handling differences between pupils; to what extent teachers already do this and how this can be improved in the short term to meet the standards laid out by the inspection. A literature study was carried out as the basis for this report. Data was obtained through an interview; 8 lesson observations and a questionnaire answered by 70 respondents. The valuation framework from the Inspection of Education was used as the basis for the lesson observations and questionnaire. The Inspection of Education focuses on internal, divergent differentiation. This form of differentiation takes place within lessons and aims to create an ideal learning climate in which individual learners can develop themselves optimally. According to the inspection, in addition to their basic skills, teachers need to possess complex skills to handle differences between pupils adequately. One of the complex skills is to adapt their education to fit the 3 needs of the individual learner in terms of time, instruction and processing. In her valuation framework the inspection describes the complex skills by means of indicators. From the obtained data it can be concluded that all the indicators for differentiation, described in the valuation framework, can be improved. Although some of the indicators were judged positively, they were not always deployed consciously or only to a small extent. Ideally all the indicators would have been visible in all lessons, which was not the case. In order to improve the way differentiation is deployed within the lessons at the Fontein, teachers need to gain insight in what the inspection expects of them, need to become aware of their qualities in differentiating, need to share good practises and receive feedback from fellow teachers as well as the school board. The condition for improvement is that shortterm goals are determined by teachers themselves to create a platform for them. More importantly: teachers have to know what is expected of them both in the short and long term

Toon meer
OrganisatieHogeschool van Amsterdam
InstituutOnderwijs en Opvoeding
Gepubliceerd in
Jaar2013
TypeBachelorscriptie
TaalNederlands

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