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How can you differentiate historical research instruction for diverse learners?

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Differentiating historical research instruction for diverse learners is a challenging but rewarding task for teachers. Historical research involves analyzing primary and secondary sources, developing historical questions and arguments, and communicating findings in various formats. However, not all students have the same background knowledge, skills, interests, and needs when it comes to learning history. How can you adapt your instruction to meet the diverse needs of your students and help them become successful historical researchers?

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1 Know your students

The first step to differentiate historical research instruction is to know your students well. You can use various methods to assess their prior knowledge, skills, interests, and needs, such as surveys, interviews, pre-tests, portfolios, or learning profiles. By knowing your students, you can identify their strengths and weaknesses, their learning preferences and styles, their motivations and goals, and their potential challenges and barriers. This information will help you plan your instruction based on their readiness, interests, and learning profiles.

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Joshua Dao-Wei Sim (沈道偉)

Historian & Research Fellow | FHEA | Researching & thinking about... Heat Health and Exercise Sciences; & Christianity, Modern China, Southeast Asia
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A helpful way is to firstly have a look at the profile of students you have in class. This will allow you to know to what level you should pitch your lessons to cater to the diversity in the class. Another way is to set assignments which are wider and more general in nature, and are more open as well, to allow students from disciplines to be able to take part and to find ways to identify with the assignment even though history may not be their core subject.

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2 Choose appropriate sources

The second step to differentiate historical research instruction is to choose appropriate sources for your students. Sources are the raw materials of historical research, and they can vary in complexity, reliability, relevance, and perspective. You can differentiate sources by selecting them according to your students' readiness levels, interests, and learning profiles. For example, you can provide different levels of sources for different groups of students, such as simplified, original, or annotated sources. You can also provide different types of sources for different students, such as texts, images, audio, or video sources. Additionally, you can provide different perspectives of sources for different students, such as sources from different regions, cultures, or viewpoints.

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Joshua Dao-Wei Sim (沈道偉)

Historian & Research Fellow | FHEA | Researching & thinking about... Heat Health and Exercise Sciences; & Christianity, Modern China, Southeast Asia
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It is always good to have a combination of primary and secondary sources which would allow you to differentiate between different students who have different needs. Especially in a class with mixed needs and starting points, having a secondary source (especially more basic ones) helps to introduce students the subject. Making available the primary source aims at challenging students with more advanced capabilities to go further with the historical learning, and also acts as a starting point for familiarising newer students with primary sources.

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3 Scaffold the process

The third step to differentiate historical research instruction is to scaffold the process for your students. Scaffolding is the support you provide to help your students complete a task that they cannot do independently. You can differentiate scaffolding by adjusting the amount, type, and timing of support according to your students' needs and progress. For example, you can provide different amounts of scaffolding for different students, such as more guidance, feedback, or modeling for struggling students, or less for proficient students. You can also provide different types of scaffolding for different students, such as graphic organizers, checklists, rubrics, or prompts. Furthermore, you can provide different timing of scaffolding for different students, such as before, during, or after the task.

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4 Vary the products

The fourth step to differentiate historical research instruction is to vary the products for your students. Products are the outcomes of historical research, and they can demonstrate your students' understanding, skills, and creativity. You can differentiate products by allowing your students to choose or design their own products based on their interests and learning profiles. For example, you can provide different options of products for different students, such as essays, posters, presentations, podcasts, or websites. You can also provide different criteria of products for different students, such as content, structure, style, or audience.

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5 Incorporate the standards

The fifth step to differentiate historical research instruction is to incorporate the standards for your students. Standards are the expectations and guidelines for historical research, and they can help your students develop historical thinking and literacy skills. You can differentiate standards by aligning them with your students' goals and abilities, and by providing them with clear and specific feedback. For example, you can provide different levels of standards for different students, such as basic, proficient, or advanced standards. You can also provide different aspects of standards for different students, such as historical significance, evidence, continuity and change, cause and consequence, or historical perspective.

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Joshua Dao-Wei Sim (沈道偉)

Historian & Research Fellow | FHEA | Researching & thinking about... Heat Health and Exercise Sciences; & Christianity, Modern China, Southeast Asia
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It may be rather difficult to provide different standards for different students especially in the context where you have to grade a whole class according to the whole class. Thus to be fair, standards should be set clearly and one should be patient in explaining to students how they should achieve outcomes. To accommodate diverse standards among students then, it is better to have multiple assessments to allow students to have a learning process, and also to adopt a much more flexible interpretation of the standards, so it can be more accommodating.

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6 Foster a positive environment

The sixth and final step to differentiate historical research instruction is to foster a positive environment for your students. A positive environment is one that supports your students' learning, engagement, and well-being. You can differentiate the environment by creating a culture of respect, collaboration, and inquiry among your students and yourself. For example, you can provide different opportunities for your students to interact and learn from each other, such as peer review, group work, or discussions. You can also provide different ways for your students to express their opinions and questions, such as journals, blogs, or surveys.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you differentiate historical research instruction for diverse learners?

1

2

3

4

5

6

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1 Know your students

2 Choose appropriate sources

3 Scaffold the process

4 Vary the products

5 Incorporate the standards

6 Foster a positive environment

7 Here’s what else to consider

Teaching

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How can you differentiate historical research instruction for diverse learners?

1

2

3

4

5

6

7

1 Know your students

2 Choose appropriate sources

3 Scaffold the process

4 Vary the products

5 Incorporate the standards

6 Foster a positive environment

7 Here’s what else to consider

Teaching

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