DEEP – Differentiated Instruction: Enabling Equity-oriented, Digitally Supported, Differentiated Instruction in Swiss Primary Schools
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Content of this page
Profile
- Project leadership
- Tobias Röhl (PHZH), Sascha Schneider (UZH), Raphael Zahnd (PH FHNW)
- Project team
- Anna Katharina Janka (PHZH), Thomas Schmalfeldt (PHZH), Crisina Tulea (UZH), Franziska Oberholzer (PH FHNW)
- Organisational unit
- F-BW-BDW (Bildung und Digitaler Wandel)
- Project phase
- In progress (1.6.2024 – 31.5.2028)
- Project type
- Research & development project
- Funding
- Other
Description
The main objective of “DEEP – Differentiated Instruction” is to clarify the conditions for differentiated teaching in Swiss elementary school (grades 4–6), taking into account the opportunities and challenges that digital tools can offer. The part of the project led by Tobias Röhl at the PH Zurich examines how teachers adapt their lessons to the different (perceived) needs of their pupils and diagnose their level of performance.
By comparing different forms of differentiation – with and without technical aids – the project works out how teachers coordinate their assessments with the diagnoses of digital tools. It thus contributes to a debate on the role of professional pedagogical expertise in the light of current technological developments. Using qualitative research methods, it explores the conditions under which teachers can use digital tools meaningfully and fairly for differentiation. Focus groups are used to promote collective reflection and understand the formation of professional judgments, while expert interviews provide detailed insights into teachers’ individual pedagogical thinking.