Using interest-driven differentiation to increase support and engagement in a grade 3/4 BC inclusive French immersion classroom: self-reflective action research
With the new redesigned curriculum from BC Ministry of Education, the BC Inclusion policy and growth in the French Immersion program, there is an increasing need to support diverse learners in second-language classrooms. Teachers are encouraged to use a differentiated approach to teaching, and so my query quickly became focused on improving my interest-driven differentiated instructional approach in my inclusive grade 3/4 French Immersion classroom. Conducted over a 6-month period in a primary/intermediate classroom, this self-reflective action research study demonstrates how an interest-driven differentiated approach can be used as an effective teaching strategy for increasing engagement and success of all types of learners in a French Immersion classroom. Key themes that emerged were community building, UDL designs, language development, skill building and technology. Overall, this research demonstrates how a self-reflective interest-driven differentiated teaching approach can improve teaching practices and enhance the learning and engagement of students in an inclusive French Immersion primary classroom.