We hope that a job-shadowing project at schools that have extensive experience in working with heterogeneous learning groups will provide us with insights, ideas and concrete options for action that we can further reflect on within our team and apply in practice. We expect this to improve the working attitude of pupils. Even now, within the framework of the school organisation and the knowledge of the teaching team, much is being done to offer pupils a suitable program. Advice, knowledge and experience in this area are very important. We note that the most experience and knowledge in the field of working with heterogeneous groups can be found at schools abroad. Schools in the Scandinavian countries in particular have a lot of experience in this area. Furthermore, in relation to and working with heterogeneous groups, we are very interested in the organisation of the healthcare structure, the collaboration within this and the way in which teachers are supported in their daily functioning in this regard. We hope to gather knowledge on this, that we can use within our own school organisation.
The teaching team is extremely interested in the implications that working with heterogeneous groups has for lesson organization and classroom management. Internal research shows that there is a learning and development need, to strengthen cooperation and consensus between learning areas, to give and receive feedback and to ensure quality. With the help of this project, Aeres Almere also hopes that the school management and teaching team will broaden and deepen their knowledge in this area. Aeres VMBO Almere will take steps in offering a more personalized education in the coming years. This both responds to the increasing heterogeneity among pupils and anticipates the changing demands that will be placed on education in the coming years. Active policy has been and is already being developed to achieve a more personalized education offering. Both the school management and the teaching team are very interested in knowledge and experiences from schools with multi-year experience in working with heterogeneous groups. In our daily practice, the increased heterogeneity of our pupils means that differentiation is a necessity and a very important tool.