The differentiated classroom: an educational and transformative research project in the territory of Varese (Italy)

Abstract

The complexity of the current scholastic context represents a constant concern for teachers, principals
and educational method experts, who, thanks to various qualifications, study and hypothesize
possible solutions, built on theological basis of sustainability and feasibility. Among the
various prepositions, the differentiated classroom presents itself as practical, operative and accessible
because it allows to work with resources already active and existing in the classroom.
Moreover, it also takes into consideration the emotional, cognitive and relational needs of each
student. Specifically, questioning about personal requirements means recognizing the value of
each individual and, with that, the necessity to define possible lines of intervention in order to approach
working in the classroom using different methods.
Differentiation proposes a real way of thinking on inclusive teaching, within which there is space
for various approaches, techniques and where the program is called on the respond to the needs
and intellects of each of the students in the class.
Based on these considerations, the research group CeDisMa gave the go ahead, during the
2017/2018 school year, to an educational and transformative research project in the territory of
Varese, involving a referal group of teachers from 25 classes from different schools of every type,
with the aim of promoting good educational and didactical practices in order to concretely respond
to the multiplicity of needs which compose, as noted, our educational system.