Structural Differentiation In Education
Organisational or structural differentiation covers the differentiation actions on a school level or a program level (curricular level). It can be implemented in four main ways.
1) Individualized programs for special needs:
Special education is the practice of educating students with special educational needs in a way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community that may not be available
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Heterogeneous groups stem from the education precept that a positive interdependence can arise from students with varied learning levels working together and helping each other to reach an instructional goal.
For students of lesser abilities, there is usually an advantage in being included in a heterogeneous group rather than homogenous group. They don't have the risk of being stigmatized as part of a less-able group. A heterogeneous group gives advanced students a chance to be a mentor to their peers. All members of the group may interact more to help each other understand the concepts being taught.
Which teaching strategies teachers choose to use seems to relate to the implicit or explicit learning goals they have for their classroom as a whole. From a ‘theoretical’ point of view teachers can strive for convergence or
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In practice though, most teachers will combine convergent and divergent goals and will try to reach a minimum performance level with the low ability students, while also offering high ability children the opportunity to extend their knowledge without proceeding (too much) ahead of their peers in the classroom.
The potential convergent or divergent effects of varying differentiation strategies are not fully clear, as research shows mixed results, and therefore it is difficult for teachers to make explicit decisions on when to use which differentiation strategy, for what goal.
The effect of differentiation is considered to be divergent when the effect size is largest for high ability students and convergent when the effect size is largest for low ability
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