An Efficacious Pedagogical Space: The Power of Differentiating through Explicit Teaching
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| Title: | An Efficacious Pedagogical Space: The Power of Differentiating through Explicit Teaching |
|---|---|
| Language: | English |
| Authors: | Tom Porta (ORCID |
| Source: | Learning Environments Research. 2026 29(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Direct Instruction, Individualized Instruction, Teaching Methods, Misconceptions, Educational Principles |
| DOI: | 10.1007/s10984-026-09572-5 |
| ISSN: | 1387-1579 1573-1855 |
| Abstract: | In current educational discourse, explicit teaching and differentiation are often positioned as disparate pedagogical approaches. This article challenges the notion that these approaches are inherently incompatible, arguing instead for a harmonious entwinement that enriches the learning experience and creates an efficacious pedagogical space for all students. Explicit teaching, supported by research as an effective strategy for building foundational knowledge, provides a clear and structured approach that helps students grasp new and complex concepts. Differentiation, meanwhile, promotes inclusivity by responding to students' varying levels of readiness and learning needs, fostering equity without compromising rigour. We address misconceptions surrounding explicit teaching and differentiation, and highlight a number of principles shared by the two approaches. Through practice-based examples, the article illustrates how educators can differentiate when teaching explicitly--at every stage of an explicit teaching lesson. This approach leverages the strengths of explicit teaching and differentiation, creating a pedagogical space where all students can thrive. Ultimately, this provides an approach for teachers that can address the diverse range of learning needs of students, enhancing engagement and improving academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508561 |
| Database: | ERIC |
| Abstract: | In current educational discourse, explicit teaching and differentiation are often positioned as disparate pedagogical approaches. This article challenges the notion that these approaches are inherently incompatible, arguing instead for a harmonious entwinement that enriches the learning experience and creates an efficacious pedagogical space for all students. Explicit teaching, supported by research as an effective strategy for building foundational knowledge, provides a clear and structured approach that helps students grasp new and complex concepts. Differentiation, meanwhile, promotes inclusivity by responding to students' varying levels of readiness and learning needs, fostering equity without compromising rigour. We address misconceptions surrounding explicit teaching and differentiation, and highlight a number of principles shared by the two approaches. Through practice-based examples, the article illustrates how educators can differentiate when teaching explicitly--at every stage of an explicit teaching lesson. This approach leverages the strengths of explicit teaching and differentiation, creating a pedagogical space where all students can thrive. Ultimately, this provides an approach for teachers that can address the diverse range of learning needs of students, enhancing engagement and improving academic success. |
|---|---|
| ISSN: | 1387-1579 1573-1855 |
| DOI: | 10.1007/s10984-026-09572-5 |
