Inner-class differentiation in minor subjects: how? This way!

This project investigated the ways in which existing teaching techniques to realise inner-class differentiation could be translated to the context of the one- and two-hour subjects of the basic training of the first grade A-stream of secondary education. Existing differentiation models are often considered unfeasible and unrealistic by this target group. The choice was made to work out practical examples for the subject of geography. However, the underlying principles of differentiation techniques are transferable to other (one- and two-hour) subjects in secondary education.

The main goal of this project was therefore to develop a number of good practices: inspiring and feasible practical examples that show that inner-class differentiation within a 'small' subject is indeed possible. The good practices originate from national and international literature on inner class differentiation, but were adapted in terms of content and/or organisation to the needs of the target group. The feasibility of the practices was tested by organising three focus groups with six teachers teaching geography in the first grade of the A-stream. During the implementation phase, the practice examples were tested several times by these teachers and observations were made by the project staff. Based on the experiences and reflections of the different actors (teachers, pupils and the project staff), the eight practice examples were finalised.