‘For the whole grade’s common good and based on the student’s own current situation’: differentiated teaching and the choice of methods among Finnish teachers

ABSTRACT

The purpose of this research was to study how teachers do differentiated teaching in practice. The main research question was: How do Finnish teachers do differentiated teaching? It was specified with sub-questions: (1) How are the various elements of the model of differentiated teaching emphasized by teachers?; (2) Which methods do teachers use in differentiated teaching?; and (3) On what basis do teachers make decisions of differentiated teaching? The data were collected from teachers (N = 40) working in municipalities across Finland with a survey that was based on a model of differentiated teaching (a so-called five-O model by Roiha and Polso). All dimensions of differentiated teaching were highlighted by teachers. Teachers implemented differentiated teaching mainly based on students’ needs. It was worrying that lack of resources appeared in teachers’ answers consistently within the elements of differentiated teaching. The findings are usable in the international discussion about differentiated teaching and its implementation.

KEYWORDS:

• Differentiated teaching
• differentiation
• inclusion
• Finland
• basic education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Aino Laari

Aino Laari, M.A., is an elementary school teacher graduated from the University of Lapland, Finland. Her research interests focus on special education and especially differentiated teaching methods.

Suvi Lakkala

Suvi Lakkala, PhD, is a senior lecturer of education (especially inclusive education) at the University of Lapland, Finland. Her research has focused on inclusive pedagogy, inclusive teacher’s competence and interprofessional team work.

Satu Uusiautti

Satu Uusiautti, PhD, is the professor of education (especially educational psychology) at the University of Lapland, Finland. Her research has focused on positive development and flourishing in various contexts, as well as positive education and psychology.