Lesson study as a Teacher Professional Development Method to Foster Differentiation in an Inclusive Setting in the Netherlands

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Abstract

This chapter explores how Dutch Language teachers design innovative lessons for differentiated instruction in an inclusive setting in the Netherlands using the teacher professional development method of Lesson Study as their collaborative vehicle. Today, the instructional and educational (support) needs of our students are different, both because of our changing society and as a result of the call for inclusive education. This urges teachers to increasingly adapt their instruction to the needs of all students. However, teachers in secondary education in the Netherlands as of yet do not typically incorporate differentiated instruction in their lessons. A case study is provided—based on discourse analysis of the recorded meetings—which describes the development of a Lesson Study team of Dutch Language teachers participating in a modified Lesson Study approach. This was implemented in a preparatory vocational secondary school in the northwestern part of the Netherlands. The contribution of Lesson Study to the process of collaboratively designing differentiated instruction is described and ideas for further research are suggested.
Original languageEnglish
Title of host publicationLesson Study in Inclusive Educational Settings
EditorsTirza Bosma, Sui Lin Goei
Place of PublicationSingapore
PublisherRoutledge
Chapter2
Number of pages18
ISBN (Electronic)9781315668581
ISBN (Print)9781138950757
DOIs
Publication statusPublished - Apr 2021

Publication series

NameWALS Routledge Lesson Study Series
PublisherRoutledge

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