On April 15, at 4:00 p.m., there will be a session of ISEP Webinars, organized by Instituto Superior de Engenharia do Porto (ISEP).

This webinar, presented by Marcela Pozas, has the theme “Turning Differentiation into Action: A Framework for Designing Inclusive Learning”.

To access the webinar, please click here.

Abstract

As classrooms and learning environments become increasingly diverse, educators are challenged to move beyond “one-size-fits-all” approaches and design teaching that meaningfully responds to learner variability. Differentiated instruction is widely recognized as a key pathway toward inclusive and equitable education. Yet, the concept often remains difficult to operationalize due to fragmented definitions and a lack of shared frameworks.

This webinar presents the taxonomy of differentiated instructional practices as a tool to bring conceptual clarity and practical direction to the field. The taxonomy systematizes a wide range of instructional strategies into coherent categories, offering a common language to understand, analyze and design differentiation in teaching. Building on a program of research spanning theoretical work, large-scale studies and international perspectives, the session will discuss what we know about how teachers implement differentiation, the challenges they encounter, and the implications for supporting diverse learners.

Participants will explore how moving from intuitive differentiation to intentional, evidence-informed practice can strengthen inclusive teaching and learning. The webinar invites reflection on how the taxonomy can inform instructional design, professional learning, and future research across educational contexts.

Short Bio

Marcela Pozas is Full Professor of Educational Diversity Management at the University of Luxembourg. Her research centers on inclusive education and differentiated instruction, with a particular focus on how teaching can effectively respond to learner diversity. She is known for developing a taxonomy of differentiated instructional practices and has published widely on inclusive pedagogy, teacher development, and educational equity in international contexts.