Extract
[...] Continuous teacher training is a key lever to enable teachers to integrate these new practices durably. In parallel, it is essential to continue a critical reflection on the use of digital tools to preserve equity and avoid standardizing learning. It would be relevant to deepen research on the real impact of differentiation in inclusive devices, such as those conducted by Philippe Meirieu or Dominique Glasman, and to observe innovative practices implemented in pilot schools. Torres, J.-C. (2016). The challenges of pedagogical differentiation: between formal resolutions and practical uncertainties. Administration & Education, 150(2), 159-164. https://doi.org/10.3917/admed.150.0159. [...]
[...] Moldoveanu, M., Grenier, N. & Steichen, C. (2016). Pedagogical differentiation: representations and practices reported by elementary school teachers. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 745-769. [...]
[...] After focusing on differentiated pedagogy in a collective project, we will see that the use of digital tools can act as a lever for differentiation. Another essential contribution of our corpus of reading concerns the distinction between individualization and personalization. Individualizing means adapting educational devices temporarily according to identified needs, for example, by modifying an exercise for a struggling student. On the other hand, personalizing involves recognizing the student in all their complexity, involving them in their learning choices, and taking into account their personal project. [...]
[...] Differentiated pedagogy is part of a desire to adapt teaching to the specific needs of each student. However, its implementation encounters significant resistance, particularly related to the rigidity of educational structures and a lack of support for teachers. In his article, Jean-Christophe Torres (2020) emphasizes that, while differentiated pedagogy is attractive in theory, it faces numerous institutional obstacles. The rigidity of curricula, the standardization of assessments, and the overcrowding of classes make differentiation difficult to apply consistently. Teachers find themselves in a delicate position, caught between the demands of individualizing practices and an inflexible institutional framework that makes it difficult to do so. [...]
[...] In order to address this problem, we will analyze the theoretical and practical issues of differentiated pedagogy in three parts. First, we will analyze the conceptualizations of pedagogical differentiation and the obstacles encountered during its implementation. Then, we will study how this differentiated pedagogy can be part of a collective dynamic, involving teachers, families, as well as students and other educational actors. Finally, we will focus on the impact of digital technology on this approach, analyzing its potential, but also its risks and limitations. [...]
