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.
|Title of host publication||Lesson Study in Inclusive Educational Settings|
|Editors||Tirza Bosma, Sui Lin Goei|
|Place of Publication||Singapore|
|Number of pages||18|
|Publication status||Published - Apr 2021|
|Name||WALS Routledge Lesson Study Series|