MoDD: An ecological framework for dynamically and inclusively differentiating the curriculum

Abstract

Investigating effective instruction to achieve quality educational outcomes for students in diverse classrooms is at the forefront of contemporary research and practitioner needs. Validated research examining service delivery models is still required to identify effective strategies that maximise student outcomes, especially for underachievers. Differentiation has evolved as an effective adjunct to inclusive practices in elementary school classes. Educators might differentiate the curriculum through their pedagogical attitude and practice. The pedagogical attitude of the teacher is a vital factor in providing inclusive differentiation. There have been continued calls for exploration of the complexities of dynamic classroom ecologies and the organisation, implementation and modification of instructional contexts for individual student needs by effective teachers rather than investigation of specific programs or methods. This paper outlines an ecological framework for differentiated practice that was developed from an in-depth review of the research literature and supported by an observational study of differentiated literacy practice in elementary school classes. The framework is illustrated within a schema and the dynamics of teaching and learning are explored within a cohesive ecological model of differentiated instruction. The paper examines a number of complementary strategies that can be used to differentiate the curriculum in inclusive educational contexts for all students but especially for gifted students, underachievers and students with special needs. A basis on which to build future effective differentiated practice for all students within varying educational contexts will be provided.