I find that it is generally more difficult to provide for diversity in contexts where there is external pressure to produce results and document achievement in short amounts of time, especially as this pressure is often then applied across subjects.
Generally, it is most easily achieved in classes that I know well, and with which I have experienced enough to develop a sense of mutual trust… And when external parameters allow for creative, interest-directed work.
Because of this, I have found this modules’ contributions interesting, particularly in relation to structuring projects with communal phases of orientation and phases of freedom. Margareta’s point about structuring projects to allow for freedom and continually linking student interest and initiative to communal work, thus achieving external objectives whilst simultaneously fostering intrinsic motivation, is salient. Striking this balance for groups which require tasks to be heavily scaffolded can also be a challenge, but is extremely important.
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I find that it is generally more difficult to provide for diversity in contexts where there is external pressure to produce results and document achievement in short amounts of time, especially as this pressure is often then applied across subjects.
Generally, it is most easily achieved in classes that I know well, and with which I have experienced enough to develop a sense of mutual trust… And when external parameters allow for creative, interest-directed work.
Because of this, I have found this modules’ contributions interesting, particularly in relation to structuring projects with communal phases of orientation and phases of freedom. Margareta’s point about structuring projects to allow for freedom and continually linking student interest and initiative to communal work, thus achieving external objectives whilst simultaneously fostering intrinsic motivation, is salient. Striking this balance for groups which require tasks to be heavily scaffolded can also be a challenge, but is extremely important.