Giving students the opportunity to learn in ways that align with their individual preferences is known as deferential differentiation. This approach focuses on modifying the curriculum to cater to students’ favored learning methods, rather than relying solely on teachers’ judgments.
What is Deferential Differentiation?
Deferential differentiation, as described in Lannie Kanevsky’s 2011 research article, aims to provide an inclusive educational environment by considering students’ preferred ways of learning. Instead of following a standardized curriculum, this approach adjusts teaching methods and materials to meet the diverse needs of learners.
This research focuses on the preferences of two groups of students: those identified as gifted and those not identified as gifted. By comparing their preferences for differentiated curriculum features, the study aims to shed light on how to create an optimal learning experience for all students.
Comparing Preferences of Gifted and Non-identified Students
The research sample consisted of 416 gifted students in grades 3-8 and 230 non-identified students. To gather information on their preferred learning styles, the students were asked to think about their favorite school subject and respond to a survey called “Possibilities for Learning,” which comprised 110 items.
The survey results were analyzed across nine thematic categories, which included pace, collaborative learning, choice, curriculum content, evaluation, open-ended activities, expert knowledge, teacher/student relationship, and sharing learning.
Most and Least Popular Items in Each Thematic Category
When analyzing the survey responses, certain preferences stood out among both groups of students. The most popular items across all categories were self-pacing, choice of topic, and choice of workmates. These preferences were consistent among both gifted and non-identified students.
In terms of the least popular items, each thematic category had varying levels of dislike. For instance, both groups of students expressed a dislike for waiting for the rest of the class and asking for help. However, the extent to which they disliked these aspects differed.
Samples of Most and Least Popular Items:
Pace: “I like to work at my own speed, even if it means finishing more quickly than others.” (Most popular)
Collaborative Learning: “I enjoy working in pairs or small groups on projects.” (Most popular)
Choice: “I like getting to choose what I learn about within a subject.” (Most popular)
Evaluation: “I prefer having a variety of ways to show what I’ve learned, instead of just taking tests.” (Most popular)
Open-ended Activities: “I enjoy assignments that allow me to explore my own ideas.” (Most popular)
Curriculum Content: “I like learning about complex, extracurricular topics.” (Most popular among gifted students)
Expert Knowledge: “I am interested in learning about sophisticated knowledge and interconnections among ideas.” (Most popular among gifted students)
Teacher/Student Relationship: “I prefer working mostly on my own and having the teacher’s guidance when I need it.” (Most popular among non-identified students)
Sharing Learning: “I like sharing what I’ve learned with others.” (Most popular among non-identified students)
Differences in Preferences between Gifted and Non-identified Students
Though there were similarities in preferences between the two groups, the research highlighted several areas of divergence. Compared to non-identified students, those identified as gifted expressed a greater desire to:
- Learn about complex, extracurricular topics
- Acquire authentic and sophisticated knowledge
- Understand interconnections among ideas
- Work collaboratively some of the time
- Choose the format of their learning outcomes
These findings indicate that students identified as gifted exhibit a heightened inclination toward more challenging and intellectually stimulating learning experiences.
Mapping Preferences to Cognitive Abilities
The research findings demonstrate how the preferences of gifted and non-identified students align with cognitive abilities commonly associated with high-ability learners. Gifted students often possess advanced cognitive capacities, including analytical thinking, problem-solving skills, and a thirst for deeper understanding.
By favoring complex, extracurricular topics and sophisticated knowledge, gifted students’ preferences align with their greater aptitude for intellectual challenges and abstract concepts. Their desire for interconnections among ideas also reflects their ability to think critically and draw connections between different domains of knowledge. These characteristics serve as distinguishing factors for learners with high ability.
Implications for Educational Practice
The research on deferential differentiation and students’ preferences has significant implications for educators. By incorporating students’ favored learning styles and topics, teachers can foster engagement, motivation, and a sense of ownership over their learning.
Furthermore, understanding the cognitive abilities that underlie these preferences allows teachers to tailor instruction to students’ strengths, promoting the development of critical-thinking, problem-solving, and analytical skills.
One effective way to implement deferential differentiation is by offering choice and flexibility within the curriculum. Allowing students to choose their own topics, work in collaborative settings, and select the format of their learning outcomes caters to their individual preferences and nurtures a more inclusive learning environment.
Teachers can also leverage technology to enhance deferential differentiation. Online platforms and personalized learning software enable students to progress at their desired pace, explore topics of interest, and engage in self-directed learning experiences.
“Deferential differentiation serves as a vehicle for empowering students, fostering their unique strengths, and providing them with a sense of ownership over their education.”
By embracing deferential differentiation, educators can meet the diverse needs of their students, cultivate their individual strengths, and create an inclusive classroom environment that supports optimal learning outcomes.
Takeaways
Deferential differentiation provides an approach to education that honors students’ preferences and aligns with their cognitive abilities. This research has shed light on the preferences of gifted and non-identified students, highlighting both similarities and differences. By understanding and implementing deferential differentiation, educators can create a more effective and inclusive learning experience for all students, regardless of their academic identification.
Read the full research article: Deferential Differentiation: What Types of Differentiation Do Students Want?
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