Teaching differentiation

As defined by Guay, Legault and Germain (2006) inspired of Legendre (2005) teaching differentiation is an action of the Pédagogue which, on the basis of a solid knowledge of the preconditions and characteristics of one or several pupils, formulas teaching and diversified interventions, training program (object of training) and environment of training, tends to harmonize these various components of a teaching situation as well as the relations between them, with an aim of supporting the training.

In other words, to differentiate means knowledge to analyze and adjust its practice just as the environment of training in order to take account of the preconditions and characteristic of one or several pupils taking into consideration object of particular training.

Teaching level of differentiation

The Minister of education and of leisure of Quebec (2006) suggests that there exist three levels of teaching differentiation:
  1. flexibility: she addresses herself to the group and not to a pupil in particular;
  2. the adaptation: she addresses herself to some pupils but useful to all. For example, one can arrange situations of trainings and evaluations (SAE) without modifying the contents nor the criteria of evaluation;
  3. modification: she addresses herself to a pupil having particular needs. Very often, this level of differentiation is mentioned at the time of an adapted plan of intervention.

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