Differentiation with limits

Throughout my M.Ed program there was a huge focus on differentiated instruction. This totally makes sense as we shift our modes of education and instruction, but we are still in the awkward transition phase of implementation. Guay, Roy, and Valois (2017) do a really interesting study on how structure is not the opposite of differentiation, but required for better student acceptance.

The constant misgiving is that curriculum has to be completely overhauled for true differentiation, or that differentiation means that each student has free reign to engage how and when they want, and the instructor may just be herding cats (hyperbole, sure). Guay et al. (2017) look at how structure, rules, expectations, direction and guidance (p. 226) are all necessary for student engagement, but the differentiation comes in individual student motivations, that are geared toward their interests and abilities (Guay et al., 2017, p. 227).

This is important because we shouldn't be too quick to throw the baby out with the bathwater, but student A shouldn't be held accountable for Student B's abilities in the classroom, either.

Reference
Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology, 87(2), 224–240. https://doi-org.vproxy.cune.edu/10.1111/bjep.12146