This article explores effective strategies to teach in heterogeneous environments, drawing on the insights of some highly renowned educational theorists and emphasizing the importance of differentiated instruction.
The theory behind learning styles, such as the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic), suggests that by tailoring instruction to individual preferences, educators can create a more engaging and effective learning environment. While this idea has some merit, it has often been misinterpreted and misapplied in educational settings.
The learning styles theory is often credited to Neil Fleming, who developed the VARK model in 1987. VARK stands for Visual, Auditory, Reading/Writing, and Kinesthetic, representing different modalities through which learners supposedly prefer to receive information.
Research in cognitive psychology suggests that learning is not as neatly divided into fixed "styles". Rather, people have different preferences for how they engage with information and multiple studies have shown that presenting material through a variety of sensory modalities—using visuals, audio, text, and bodily-kinesthetic activities—enhances learning for all students. This is known as "multimodal learning.
Differentiated instruction, which acknowledges that students have diverse needs but does not attempt to classify them into fixed learning categories, is a step ahead of the VARK model and promotes flexibility in teaching by adjusting content, process, and assessment based on students’ readiness, interests, and needs, rather than their supposed learning style.
Equity in education does not mean providing the same resources or activities for every student since treating all students the same can, and usually does, harm those learners who require more tailored support. Adapting content to suit varying readiness levels ensures that all students have the opportunity to succeed and, this approach aligns with most present educational policies that advocate for inclusive and equitable.
According to Tomlinson (2014), heterogeneous classrooms require teachers to embrace diversity in student readiness, interests, and learning profiles. In this sense, differentiated instruction is key to addressing the varied needs of students. As Tomlinson herself (2001) points out, while content is non-negotiable, processes and products can and should be adjusted to meet students where they are. Rather than expecting students to conform to the same level of difficulty, educators should create multiple pathways to learning. In other words, to maximize student learning, teachers should incorporate a range of activities that vary in difficulty. This may involve tiered assignments, where students engage with the same content at different levels, or offering choice in how they demonstrate their understanding. Such strategies allow students to work at their own pace while still engaging with core content.
Differentiating instruction is essential to meet the diverse needs of students, and one effective approach is preparing activities graded at different levels of difficulty. By doing so, educators can ensure that all learners, regardless of their proficiency, can engage meaningfully with the content. Planning more than one version of the same task allows teachers to cater for varying levels of ability and readiness. To exemplify this, we share here one sample task designed to practise prepositions at a low-intermedite level. The most advanced version would challenge stronger students with a fully gapped activity, requiring them to recall and apply prepositions without any clues. A second versión provides the initial letter of the expected preposition, offering subtle scaffolding to guide student’s responses. Finally, the third version is designed for weaker learners, presenting them with two preposition options to choose from in each gap, giving them a sense of support while still encouraging active engagement and accomplishment.
See example: https://www.calameo.com/richmond/read/00621459806ad28432119
By scaffolding activities, students' motivation and interest tend to increase as they feel supported at their individual level, which empowers them to take on greater challenges. While preparing graded activities does require more effort from teachers, the benefits far outweigh the investment. This process activates the brain's dopamine system, generating feelings of success and accomplishment for both students—who experience the "I did it!" moment—and for teachers, who witness greater engagement and effectiveness in their instructional practices.
Two common concerns often arise when implementing differentiated instruction in the classroom: increased preparation time for teachers, and potential complaints from students about the varying levels of challenge posed to different learners within the same group.
Regarding the first concern, it is true that differentiated instruction demands more initial preparation. However, teachers can adopt a gradual approach, beginning with one or two differentiated activities per unit. Collaborating with a co-teacher can also help distribute the workload, and creating a bank of adaptable tasks will reduce future planning efforts. Additionally, nowadays leveraging Artificial Intelligence tools can significantly ease the burden by generating activities at varying levels of difficulty, which teachers can then review and tailor to fit their specific classroom needs. As Walter (2024) shares, AI tool has redefined educational paradigms, offering a level of personalization in learning that was previously unattainable. ChatGPT, with its sophisticated language processing capabilities, is quickly becoming a game-changer in classrooms, to provide tailored educational experiences that cater to the unique needs, strengths, and weaknesses of each student.
As for the issue of perceived inequality, clear communication is essential. At the start of the year, of a unit, or even of an individual lessons, it is important to explain to students that activities may differ based on their needs. When students are told and understand this in advance, any potential disagreement or frustration is likely to diminish.
As Tice (1997) suggests, allowing students some autonomy in selecting their activity level can also be beneficial. However, it is important to ensure that students are sufficiently challenged. This may require individual counseling to guide them toward tasks that push their capabilities without overwhelming them.
Conclusion: Celebrating Diversity in the Classroom
Ultimately, teaching heterogeneous classes is about celebrating the diversity of learners. As Robinson (2011) suggests, fostering an environment where individuality is valued enhances the educational experience for everyone. By employing differentiated instruction and incorporating multimodal approaches, educators can create inclusive classrooms that support the success of all students.
As educators, it is our responsibility to adapt our teaching to meet the needs of every learner. By enriching our approaches and ensuring that all students have multiple ways to access and engage with content, we not only enhance learning outcomes but also create a rewarding classroom atmosphere where every student has the opportunity to thrive.
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