Differentiated instruction (DI) is an interactive process between the student and the teacher. The goal of the teacher is to respond to the particular needs of the student, while the student’s goal is to actively participate in the learning process and to reach his or her maximum potential (Tomlinson, 1991).

Key components: flexible grouping, interesting learning activities, a variety of techniques and media, designing appropriate learning options, and students’ awareness of their own difficulties and potential.

Teaching and different levels of learners are also supported in higher education. According to Santagelo and Tomlinson (2009), students can be taught within a differentiated framework, based on related research (Chamberlin and Powers (2010) with the PD of mathematics in undergraduate students). For the effective implementation of PP (Panteliadou, 2022) in higher education, self-assessment and self-monitoring of the student is necessary.

It is important for higher education teachers to consider: – either general learning-related questions: Which teaching methods are effective? – or more specific (related to PD): how often do they review and adapt teaching by giving students choices? These questions will be answered always taking into account the means and strategies proposed by the PP.

In our 6th online peer-discussion meeting of the Centre for Teaching and Learning, we will discuss key aspects of differentiated teaching in Higher Education on 6 February, 2023, 13.00-15.00.

For more information, please contact the Centre of Teaching and Learning TotT (2022-2023. https://tott.uoc.gr