While "differentiation" has become a pervasive buzzword in K-12 pedagogy, in higher education it remains unclear exactly how, where, when, and whose responsibility it is to engage and support students with various learning challenges.
This roundtable discussion takes place as part of NeMLA's Pedagogy and Rhetoric and Composition areas of inquiry, and invites participants to address both the principles and the practices of differentiation within higher education, particularly within reading- and writing-intensive courses.
Participants may ask:
--Do classroom instructors in higher education bear responsibility to support students with learning challenges? (Or is that the domain of Learning Support Services? --Or of Admissions?)
--How can differentiation be designed into syllabi, class time activities, and/or assignments and assessments? What are some examples of differentiated designs in these domains?
--How may some of the concepts and methods of differentiation that have become well-known in K-12 pedagogy -- such as student choice, inquiry-based learning, scaffolding, chunking, growth mindset, et cetera -- be applied in college classrooms?