Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction¶
Claim · All claims
Evidence · 1 study · designr2·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Contributions from experts revealed that novice teachers often suffer from misconceptions about DI, for example that DI equals personalized instruction or that adaptive training software takes care of DI. → Frerejean 2021
Evidence¶
Frerejean 2021¶
Frerejean, J., van Geel, M., Keuning, T., Dolmans, D., van Merriënboer, J. J. G., & Visscher, A. J. (2021). Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers. Instructional Science. https://doi.org/10.1007/s11251-021-09540-x
q1 · i? · design · r2
This finding emerged from the cognitive task analysis and expert consultations, and led the design team to add dedicated misconception-discussion activities (e.g., Learning task 1.3 using prepared statements) to the first group meeting. No quantitative data are reported.
"Contributions from the expert teachers and subject-matter experts revealed that novice teachers often suffered from misconceptions, for example that DI is equal to personalized instruction, or that adaptive training software takes care of DI. Specific activities were added to the program to explicitly address these misconceptions."
Discussion¶
Related Claims¶
- Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty
- Experts perform differentiation activities across four phases: period preparation, lesson preparation, the lesson, and post-lesson evaluation
- Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often — related
- Teachers often hold misconceptions about which students benefit from SRL scaffolding — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
novice-teacher-di-misconceptions |
title |
Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction |
description |
Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
recheck_by |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — frerejean-2021 |
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