Différencier enseignement et apprentissage

Abstract

Differentiation is seen as a possible response to school massification and a means to address learners’ difficulties within a school system which aims to be beneficial and equitable for all pupils in their diversity. However, the research literature shows that the modalities of its implementation are diverse, if not divergent, and there is little specific data on the impact of these practices on learning. The difficulty may lie in the way one considers what is at stake: the need to adapt one’s practice in the face of a situation experienced as challenging or a means of potentially enriching pedagogy for all. In this article various aspects of differentiation will be discussed: its history, differentiation modalities and factors, issues, risks and limitations.