Berücksichtigung heterogener Lernbedarfe im Rahmen der Arbeit mit Wochenplänen

Providing higher degrees of freedom in learning and differentiating instruction are two key approaches to address the heterogeneity among students. Working with weekly schedules is one approach to realise both approaches simultaneously. However, there is a lack of empirical studies that examine the use and specific implementation of weekly schedules in schools. This paper includes data from 326 teachers from a nationwide online survey and examines school-type specific differences (i.e., secondary schools, primary schools, and special needs schools) in the use and implementation of weekly schedules as well as the role of teachers’ beliefs about the suitability of weekly schedules to deal with students’ heterogeneity. Findings reveal three key insights: (1.) Less teachers at mainstream schools from secondary level onwards compared to those at primary and special needs schools state that they use weekly schedules. (2.) When weekly schedules are used (n = 215), the degrees of freedom (measured by obligatory tasks) are comparable between the school types, but the degrees of difficulty-related differentiation are highest at special needs schools. (3.) Teachers’ beliefs about the suitability of weekly schedules to differentiate instruction explain both the self-reported use and implementation of weekly schedules. The results are discussed against the background of the current discourse on addressing students’ heterogeneity and allow school-type specific implications for teachers’ professional development.