Using differentiated teaching to address academic diversity in higher education: Empirical evidence from two cases

Matias Thuen Jørgensen*, Lena Brogaard

*Corresponding author

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review


University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.
TidsskriftLearning and Teaching: The International Journal of Higher Education in the Social Sciences
Udgave nummer2
Sider (fra-til)87-110
Antal sider24
StatusUdgivet - 2021

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