Differentiated Instruction Learning Module
Learning Module
- Creator(s):
This learning module seeks to help teachers implement differentiated instruction in their classroom. I have been asked by teachers about this topic; and when I bring up this subject some teachers are either unaware of the term or express lack of knowledge or comfort in this area. I have used differentiated instruction in my class; have taken professional development on the topic; and have given a workshop on this topic. The workshop that I taught was face-to-face. I want to create an online course on the topic of differentiated instruction.
This learning module applies the seven affordances of reflexive/ergative pedagogy as described in the learning module “The digital learner” by Olnancy Tzirides, Kara Francis, Mary Kalantzis, and William Cope. (https://cgscholar.com/bookstore/web_works/the-digital -learner?category_id=getting-started-in-scholar).
Tools:
GCScholar – experience as a student; 1st time using it to create a learning module
Polleverywhere – 1st time user https://www.polleverywhere.com/
Zoom.us - web conferencing software; experience as a participant and host; have participated in Zoom's break-out sessions but have not yet created them.
Course Length
This course was created to be done in eight 2-hour sessions.
Rubric
The final product for this course is a differentiated instruction lesson plan. It will be evaluated with a rubric.
The lesson plan will be subject to peer review.
Target Learner
Adult Education instructors who have no or only some experience with differentiated instruction.
Course Goal
Understand what is differentiated instruction.
Learning Objectives
Update/Session 1
Know your preferred learning style
Evaluate the benefits ot activities related to learning styles
Update/Session 2
Demonstrate understanding of how to begin implementing differentiated instruction in the classroom
Update/Session 3
Demonstrate understanding of Multiple Intelligences and Bloom's Taxonomy by analyzing lesson plans based on these theories.
Update/Session 4
Evaluate educational websites that incorporate differentiated instruction
Update/Session 5
Analyze differentiated instruction lesson plans
Update/Session 6
Understand differentiated instruction enough to begin creating a differentiated instruction lesson plan
Update/Session 7
Analyze the draft version of a differentiated instruction lesson plan
Summarize what you have learned in this course through an informative survey
Update/Session 8
Evaluate differentiated instruction lesson plans
Learning Outcomes
Create a lesson plan that demonstrates knowledge of differentiated instruction. Opportunities for peer feedback on lesson plans are provided during sessions 7 and 8. Final lesson plans are due 1 week after the last session. If using a formal lesson plan template from where you work and some categories that are in the rubric are not in the template; submit the required categories as an addendum.
The American classroom is becoming more diverse. Tomlinson (2003) describes the composition of classrooms as having students
with identified learning problems highly advanced learners; students whose first language is not English; students who underachieve for a complex array of reasons; students from broadly diverse cultures, economic backgrounds, or both; students of both genders; motivated and unmotivated students; students who fit two or three of these categories; students who fall closer to the template of grade-level expectations and norms; and students of widely varying interests and preferred modes of learning.
Many teachers can speak to the heterogeneity of their classroom. When it comes to a mixed-ability classroom,
according to brain research, if the tasks are too difficult for the learner than the “brain ‘downshifts’ to the limbic area that does not think” whereas if the learners are provided with tasks that are easy for them than they “do not show thoughtful brain activity” (Tomlinson,2001, p.156). Consequently, what is suggested by scholars is that “only when tasks are moderately challenging for an individual does the brain ‘think’ in a way that prompts learning” (Tomlinson, 2001, p.156). Therefore, teachers with the help of DI can support diverse students’ learning by adapting the teaching materials to the students’ level of thinking and understanding. Teachers should work initially on understanding the distinctiveness of every student and plan the lessons accordingly (Iranda Bajrami, 2013).
Differentiation is necessary to reach the maximum number of students. Carol Tomlinson discusses the need for differentiation in the following video lecture. (To access video, visit http://differentiationcentral.com/videos/ and select the drop-down with the title, Differentiating at the College Level)
Having educators create a differentiated instruction lesson plan as a learning outcome is part of the ergative pedagogy and an example authentic learning.
The need for differentiated instruction is discussed by Carol Tomlinson (2013) and many others (Bajrami, 2013, Hall, T., Vue, G., Strangman, N., and Meyer, A., 2014).
Think about the following questions then use your computer or phone to respond:
1. What is your experience/knowledge of differentiated instruction?
https://www.polleverywhere.com/multiple_choice_polls/cFEtxHgHORlzMfd0DTkGr
2. What would you like to learn about differentiated instruction in addition to creating a differentiated instruction lesson plan?
https://PollEv.com/free_text_polls/PWYEAfb2XagfxTCmSzkAg/respond
Differentiated Instruction Defined
Simply stated, differentiated instruction (DI) refers to the set of strategies used to meet all the needs of a diverse learning community. It is a thoughtful process that begins with learning who are the students in your course/workshop.
Self-Awareness
MIXED ABILITIES. Think of the classes you have taken. Which topic took the longest to master? Which topic was the quickest? Did some of your fellow students seem to learn the same topic at a slower or faster rate?
LEARNING STYLES. What is your preferred learning style?
1. Take the following learning style inventory to see if it has changed or is the same. https://www.literacynet.org/mi/assessment/findyourstrengths.html
2. Save the results/explanation page and email it along with your responses to item 3, 4 and 5 below to your instructor.
3. As an instructor, it is easy to teach according to your preferred learning style, or the learning style that is your strength as a learner; however, that learning style maybe a weakness for some of your students. What is your least preferred learning style?
4. On the practice page of the same website are links to activities that can be done with your students according to different learning styles. Visit https://www.literacynet.org/mi/practice/index.html.
FOR COMMENT
Which of the activities listed on the literacynet practice page interested you the most? Why? In which context have you used any? What are some of the activities that least appealed to you? In what circumstance might those activities that interested you the least be beneficial to some of your students?
If you are using a web conferencing software with an embedded poll or chat component, these may be used instead of polleverywhere to survey students on their experience and knowledge of the topic.
If time permits, a discussion can be held after Question 1.
Once you receive the learning style inventory results and responses to the questions, use this to make any modifications to the course you deem necessary. The goal is to model in this course differentiated instruction to the extent that can be done within the course length.
How does one start to implement differentiated instruction?
[T]eachers in a differentiated classroom begin with their current curriculum and engaging instruction. Then they ask, what will it take to alter or modify the curriculum and instruction so that so that each learner comes away with knowledge, understanding, and skills necessary (Hall, Vue, Strangman, and Meyer, 2004)
Because of the dynamic nature of teaching and student learning, formative assessments are embedded in the practice of DI, and performed frequently to serve students’ learning needs and to inform instructor of what is going well and what is not.
SMALL GROUP WORK - Zoom Breakout Rooms and online sharing drive (90 minutes)
View the videos listed at http://differentiationcentral.com/videos/ . Within your group select 5 videos to view. Create a group presentation in which you summarize the content of the videos and discuss their applications. Use real-life examples of how you have or would use the practices, tips, and suggestions. Especially discuss any "a-ha" moments. The presentation can be oral, mixed media, PowerPoint, or text document.
FOR COMMENT
Is there a particular order that activities should be done? Why or Why not? If yes, what is the preferred order? If not, then how does order of activities play into lesson planning?
At the beginning of the class create small groups of your students to do a jigsaw-like activity with the videos located at http://differentiationcentral.com/videos/. How you group them can be based on what students said they wanted to learn in the survey question from Update 1, or project the web-page and ask volunteers for each topic, or random assign students to a group.
For the Small Group Presentations, ask groups to upload their presentation to a google drive or similar file-sharing website and to share with you the link so that you can project the documents.
For an online course, presentations can be done through zoom or similar web conferencing software that you use. If you are using Zoom's breakout sessions or something similar, visit each group during this time to see if they have any questions asyou might in an in-person class.
The theory of multiple intelligences states that human beings have different ways of knowing and learning. Howard Gardner proposed nine intelligences. Robert J. Steinberg proposed three main categories: practical, creative, analytical. In regard to Gardner’s nine, a healthy human can learn through all nine, however, some of these intelligences are stronger than others. Consider Amadeus Mozart’s musical intelligence. Albert Einstein had superior logical abilities. Socrates’ intelligence (according to Plato) shined in the area of Existential intelligence.
HOWARD GARDNER
WHOLE CLASS ACTIVITY
Review the learning style inventory self-assessment that you completed earlier in the course. What were your strengths? What well-known, historical figures can you think of? What were their strengths as you perceive it? What are some of the strengths of students in your class, relatives and friends?
ROBERT J. STERNBERG
Robert Sternberg named his multiple intelligence theory successful intelligence. It is based on three main categories of intelligence (practical, analytical and creative). He discusses his ideas in the following video.
Sternberg, R. J. (2017, Oct 4). Successful intelligence. [Video]. Youtube. https://www.youtube.com/watch?v=ow05B4bjGWQ
Besides learning styles, prior experience with subject, readiness-to-learn and other aspects of diversity coming into play when designing differentiated instruction, 21st century skils needed by students must also be considered. They are often refered to as the 4 c's: collaboration, communication, creativity and critical thinking. The reason these are considered 21st century skills are the same reasons for promoting differentiated instruction: Diversity brings complexity. Knowledge can no longer be considered absolute but must be justified.
What other reasons could the 4 c's be considered critical?
Think about the following questions then use your computer or phone to respond:
BENJAMIN BLOOM
Bloom's Taxonomy was originally created in 1956 as categories of educational goals. A revision converted the noun categories into verbs. Those activities that align to the top 3 levels of the pyramid are considered activities that access higher-order critical thinking skills.
The following video goes over the original and revised Bloom's Taxonomy, provides action words that can be used when writing lesson objectives, and suggests how digital, online tools can be used to apply the taxonomy.
Via Afrika. [2015, September 3]. Understanding Bloom’s revised taxonomy. https://www.youtube.com/watch?v=ykTv6jwtX0U
OUT-OF-CLASS SMALL GROUP WORK
Search online for a lesson plan that is based on multiple intelligences, and one that is based on Bloom’s Taxonomy. (Alternately, one or both lesson plans can have already been used by a member of your group.) Compare and contrast the two to each other. Create a presentation that can be uploaded such as a graphic organizer, software presentation, text document or recorded oral presentation. Share the link of your group's lesson plans and presentation material with the your instructor before the next session date. At the beginning of the next class session groups will give a 5-7 minute presentation that will be peer reviewed.
The peer review will be based on the following rubric.
FOR COMMENT
Is there a need for both Gardner and Sternberg? How do they "map" onto Bloom's Taxonomy?
For the Small Group Presentations, ask groups to upload their presentation to a google drive or similar file-sharing website and to share with you the link so that you can project the documents.
For an online course, presentations can be done through zoom or similar web conferencing software that you use. If you are using Zoom's breakout sessions or something similar, visit each group during this time to see if they have any questions asyou might in an in-person class.
1. SMALL GROUP PRESENTATIONS ON MULTIPLE INTELLIGENCES AND BLOOOM TAXONOMY LESSON PLANS (1 hour)
2. MORE ON LEARNING ACTIVITIES
The learning activities that you choose as an instructor while providing differentiated instruction will depend on whether the class is 100% online without instructor contact, a hybrid, face-to-face without or with little technology use, or blended.
Technology in the classroom is increasing and many organizations and individuals are offering software-as-a-service in the form of educational websites that try to incorporate activities that target mixed-ability studies which is helpful when looking for resources to help with differentiated instruction.
SMALL GROUP ACTIVITY (30 minutes)
The following 2 websites target English language learners.
https://breakingnewsenglish.com/1911/191125-customer-reviews.html
https://learningenglish.voanews.com/a/what-is-the-us-house-of-representatives/4697459.html
Meet with your group to review and discuss these websites with the following discussion questions in mind:
What abilities are targeted in each? What does Breakingnewsenglish have that Learningenglish.voanews doesn't and the reverse? If you could build a separate ELL website what would it look like?
WHOLE GROUP DISCUSSION (30 minutes)
Groups return for whole class discussion.
FOR COMMENT
What non-ESL education websites that apply the ideas of differentiated instruction do you recommend? Why?
Depending on the technology you have access to, small group presentations can be done by having groups send you links to documents that can be projected. Polleverywhere.com can be used to give feedback by whole class on each presentation. Groups can also share their screens through a web conferencing software such as zoom.
If you are using Zoom's breakout sessions or something similar, visit each group during this time to see if they have any questions asyou might in an in-person class.
Differentiation for an instructor can occur in three areas when lesson planning: content (what), process (how), and product (outcome). Many activities used to differentiate can take time but but not all. The following video uploaded by Education Week offers helpful strategies that do not take extra time.
Education Week. [2018, September 11]. Differentiating instruction: It’s not as hard as you think. [Video]. Youtube. https://www.youtube.com/watch?v=h7-D3gi2lL8
The video discuss strategies that do not take much time, and it focuses on learning styles and students' readiness-to-learn.
In creating your lesson plan, there will be activities that may take some planning but not all have to take much time. Your lesson plan can include notes to yourself about the needs of certain students. For instance, as in the video you could have astudent who doodles draw what you are talking about while you are presenting the information, if that is how that student best takes notes.
Instructors often have to create a lesson plan using a template provided by the organization they work for. Your final product for this course - the differentiated instruction lesson plan - can be in a template of your choosing but it should demonstrate in a visible way differentiated instruction.
WHOLE CLASS (50 minutes)
Discussion of the following: Where is differentiated instruction visible in the following two lesson plans?
1.
2.
WHOLE CLASS (50 minutes)
Review the first two pdfs after going over the A-Z guide below. Do you want to make any changes to your class' evaluations of the above lesson plans? Discuss with your partner.
3.
FOR COMMENT
How much can be done without assistance as a teacher? When and how would you want a TA or paraprofessional to help with differentiated instruction in your class?
The PDFs listed (the 3rd is a presentation), can either be projected onto a screen or distributed as handouts. If you are distributing as a handout in an online or hybrid live session, consider doing this part as a think-pair-share.
The reason that the pdfs in this session are in the order that you see, is to allow students to first access their own thinking and knowledge and to apply that knowledge to evalutions of lesson plans that contain differentiated instruction strategies. Do they recognize differentiated instruction when it is written in a lesson plan? The class discussion is meant to be a formative assessment.
The third PDF, The A-Z of differentiated Instruction from lesson plans top, includes screenshots of the lesson plan, Sample differentiated language arts lesson plan adapted from Charlotte Gray, plus others. The A-Z.. pdf has been included as a concept-check and for scaffolding.
Prior to facilitating session 6, if you believe that the students need more scaffolding prior to having the class discussion, consider distributing or projecting the third pdf first, followed by the other two.
1. Preview of updates/sessions 7 and 8
During Update/Session 7 of the course, students will be placed in groups and give an oral presentation in which they parse out the draft version of their lesson plan. The presentations should be short (2-3 minutes long) and include the following:
Members of the group will provide consructive criticism through Q and A.
2. Preview of Update/Session 8
Before Session 8, students will send to the instructor their lesson plan with a link to an online copy for sharing. During Update/Session 8 students will be assigned to read lesson plans and score the lesson plan based on the differentiated instruction lesson plan rubric.
Rubric for Differentiated Instruction Lesson Plan
3. Course Survey
Please visit the following link and take the course survey: http://cgscholar.com/survdash/cgsurvey/securesurvey/depid/5dec9f9633312843c3fb4201
4. Individual work begins or continues on Differentiated Instruction Lesson Plan.
Take this opportunity to start, flesh out, brainstorm your lesson plan. Create a checklist for yourself. Compare it to the rubric.
Use this time to ask questions to your instructor.
Below are links for brainstorming and planning. These are not requirements and are listed as aids.
Designing a Lesson Plan using Backward Design https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/#stages
Mindmapping https://coggle.it/
Please remember to keep your presentation to 2-3 minutes long and include.
Members of the group will provide consructive criticism through Q and A.
For an online course, presentations can be done through zoom or similar web conferencing software that can accomodate break-out sessions..
These presentations allows learners to explain to their peers what they have learned during this course. It may be best to explain that this is very informal and to help fellow students prepare their final draft. Modeling of oral feedback may need to be modeled.
Each student will be assigned at least 3 lesson plans to review using the rubric. Circle the rate for each category and insert a comment next to the score. The comment should include what is missing or how to improve the score in that category if less than the highest mark is given.
Students should upload their lesson in their LMS or email to it to the instructor before session 8.
During session 8, students will be assigned to evaluate a lesson plan from a student they have never worked with before in a small group (if possible). As they finish their reviews they should email it to the instructor or upload it through your organization's LMS. At the end of the class, share the reviews wih the student who created the lesson plan. Final lesson plans are due one week after session 8.
Bajrami, I. (2013). The importance of differentiation in supporting diverse learners. In Journal of education and practice (4)22, 149-155. https://pdfs.semanticscholar.org/fc93/f0fb80444f9bed589ab7a8210428cbb4d60d.pdf
Burnett, S. (n.d.). The A-Z of differentiated Instruction from lesson plans top: Progress monitoring. [Lesson plan]. http://arctx.convio.net/site/DocServer/Mon_14.pdf?docID=3144
Education Week. [2018, September 11]. Differentiating instruction: It’s not as hard as you think. [Video]. Youtube. https://www.youtube.com/watch?v=h7-D3gi2lL8
Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004) Differentiated instruction and implications for UDL implementation: Effective classroom practices report. http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html
Jean-Baptiste, K.C. [2019]. Differentiated instruction lesson plan rubric. [Rubric].
Jean-Baptiste, K.C. [2019]. Simple rubric for compare and contrast presentation. [Rubric].
Lesson on self-awareness/self-advocacy: Middle school. (n.d.) [Lesson plan]. https://www.heath.gwu.edu/sites/g/files/zaxdzs2346/f/downloads/my_style_lesson_plan_middle_school_1.pdf
Literacyworks. (n.d.). Multiple intelligences for adult literacy and education: Assessment: Find your strength. https://www.literacynet.org/mi/assessment/findyourstrengths.html
Obaeri, S. (2014, August 24). Howard Gardner’s 9 multiple intelligences. In Intelligence theories: This will blow your mind. [Slide]. https://www.slideshare.net/stellaohaeri/intelligence-theories
Sample differentiated language arts lesson plan: adapted from Charlotte Gray. (n.d.) [Lesson plan]. https://www.henry.kyschools.us/userfiles/63/Main%20Idea/samplelessonplan.pdf
Sternberg, R. J. (2017, Oct 4). Successful intelligence. [Video]. Youtube. https://www.youtube.com/watch?v=ow05B4bjGWQ
Tomlinson, C. A., Brighton, C., Hertbreg, H., Callahan, C. M., Moon, T. R., Brimijohn, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. In Journal for the education of the gifted, 27(2/3), 119–145. https://files.eric.ed.gov/fulltext/EJ787917.pdf
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed), [Ebook]. ASCD. http://www.teachersity.org/resources/instruction.pdf
Tomlinson, C. A. (2017, March). How to differentiate instruction in academically diverse classrooms. (3rd ed of How to differentiate instruction in mixed-ability classrooms). ASCD.
University of Illinois at Urbana-Champaign. (n.d.). [The digital learning module by Olnancy Tzirides, Kara Francis, Mary Kalantzis, and William Cope]. https://cgscholar.com/bookstore/works/the-digital-learner?category_id=getting-started-in-scholar
Vanderbilt University Center for Teaching. (n.d.) Bloom’s taxonomy [Image]. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Via Afrika. [2015, September 3]. Understanding Bloom’s revised taxonomy. [Video]. Youtue. https://www.youtube.com/watch?v=ykTv6jwtX0U