Differentiated Instruction as a Strategy to Support Progressed Learners Within Inclusive Classrooms

Abstract

Differentiated Instruction is an integral part of learning to accommodate learner diversity and varying background knowledge rather than using “one-size-fits-all” teaching approach. This inevitable pedagogical approach gained lots of attention due to its flexible, equitable and intelligent way to approach teaching. This chapter provides insight on using Differentiated Instruction as strategy to support progressed learners. Learner progression policy in South Africa was promulgated to redress continuous retention which often leads to school dropout and foregrounds extended learning opportunities to bridge content gap. This policy was introduced in the Further and Education training Phase secondary (Grade 10 - 12) in 2013 for learners not to spend more than four years in a phase. When learners are progressed, their academic success depends on curriculum support to bridge content gap. The chapter delves deeper into inclusive pedagogical practice tailored for various progression reason.