Learning Outcome 3: Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners
Supporting
the Needs of All Learners
To understand differentiation, you must first understand that all people learn
differently. The theorist, Howard Gardner of Harvard, identified seven
distinct intelligences that showcase the ways in which individuals
learn. According to Gardner (1991), “We are all able to know the world
through language, logical-mathematical analysis, spatial representation,
musical thinking, the use of the body to solve problems or to make things, an
understanding of other individuals, and an understanding of ourselves.” Differentiating
instruction means that the teacher observes students and understands the
differences and similarities among students and then uses that information to
create a plan for future instruction that will meet the needs of all students.
The Glossary of Education Reform states that, “Differentiation refers to a wide variety of teaching techniques and
lesson adaptations that educators use to instruct a diverse group of students,
with diverse learning needs, in the same course, classroom, or learning
environment.” It
is imperative that teachers be open to differentiating their instruction for
the success of all students. Teachers do not teach for themselves so they
should not consider their own needs when preparing lessons if they want their
students to achieve mastery. Felder
& Brent (2005) stated that, “If it is pointless to consider tailoring
instruction to each individual student, it is equally misguided to imagine that
a single one-size fits-all approach to teaching can meet the needs
of every student.”
By presenting information in different ways, teachers are giving students
multiple opportunities to master learning objectives. Felder & Brent,
(2005) stated that “students have different levels of motivation, different
attitudes about teaching and learning, and different responses to specific
classroom environments and instructional practices. The more thoroughly
instructors understand the differences, the better chance they have of meeting
the diverse learning needs of all of their students.” Because
learning is based upon personal experiences, it is important that instructors
provide instructional methods in which the learner can process and retain
important information.
When looking at a lesson that needs to be differentiated, I can refer back to a
project based learning activity. I read the book The 3 Little Pigs to my
class. We then discussed why the wolf was able to blow down each house
and how those materials could have been used in a different way to create a
stronger structure. I gave them an assignment to create a structure that
a fan could not blow down. Then, I called each table to the back counter
and allowed each group to pick from a stock pile of materials that included
straws, popsicle sticks, toothpicks, clay, hay, and sponge squares. I
considered the supply list and grouping differentiating because they were
allowed to choose the materials that they wanted to use. They were also
grouped purposely by placing high and low students together so they can work
together and focus on the strengths of each individual
student.
Children that struggled academically seemed to thrive during this hands-on
learning experience. They were able to do higher level thinking and the
conversations were quite amazing as they worked together to create this
structure. For the technology piece, the group chose one student to take
pictures with an ipad of each stage of building. We later took those
pictures and created a stop motion video to share with the rest of the
class. When the projects were complete, we used a box fan to try and blow
the houses down. We also used this as an opportunity to retell the story
and discuss why each group chose the materials they did and the structure they
used. This activity was easy enough for all children to participate but
also engaged higher level thinking for children that were capable of doing
so. Students were encouraged to communicate and work together.
Project based learning activities are a great way to engage students and often
are easily differentiated by the teacher.
Hanafin (2014) said, “If teachers
teach consistently or exclusively through intelligence areas where only some
students are strong, then many students may struggle to learn in ways which
suit neither their learning styles nor intelligence profiles.” By
providing learning opportunities for all students to grow and shine, everyone
wins. Differentiation takes time but it is worth it when students are
engaged in learning and successful. There are numerous technology tools that
are easily differentiated when it comes to preparing new lessons. Often
it just takes a teacher willing to learn something new when an opportunity
arises.
References
Felder, R. M.,
& Brent, R. (2005). Understanding
student differences. Journal of
Engineering Education, 94(1), 57-72. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Hanafin, J. (2014). Multiple intelligences theory, action research, and teacher
professional development: The Irish MI Project. Australian Journal of
Teacher Education, 39(4), 125-142. Retrieved
from http://eds.a.ebscohost.com.proxy-library.ashford.edu
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