Differentiated learning and ICT

Differentiatef Learning and ICT  

Introduction 

•       Differentiated learning : meeting the needs of all learners

•       It  is based on the philosophy that teachers should adapt instruction

 

according to student difference

•       A process of teaching that assume that there will be differences in the

ü  Abilities

ü  Interests

ü  And learning styles of student

•       differences are expected respected and celebrated.

•       It is blend of

1. Teacher directed teacher selected activities
2. Lerner center learner selected activities
3. Whole  class instruction
4. Small group instruction ‘
5. Individual instruction

• Instead of everyone getting or doing exactly same thing

Everyone gets or does what the need to grow and succeed

 

Differentiation is not

1. Hard vs easy                                  2. Incompatible with standards

3. One size fits all 

History 

• Carol Ann Tomlinson is known as the guru of differentiation
• Author of 17 books on differentiated instruction and curriculum
• Differentiation learning is a learning approach whereby teacher adjust their curriculum and instruction to maximize the learning of all level students

 

Why Differentiation 

• To access learning
• Motivation to learn
• Efficiency of learning 

A key principle
of differentiated learning 

 1. clear about what matters in subject matters

2. Assessment and instruction are inseparable

3. Flexibility

4. Readiness

5. Differentiate the process, not the content or product

Elements of Differentiation 

•        Content—the knowledge and skills students need to master

•       Process—the activities students use to master the content

•       Product—the method students use to demonstrate learning

•        learning environment   physical, safe and interactional, social0

emotional

Content 

•       Content means the knowledge, understanding, and skill that need to learn

•       Learning goal is same for all student

•       To address individual student needs teachers also provide appropriate scaffolding when working with content – by teaching prerequisite content to some students, allowing advanced students to move ahead of the class or even changing the range for some students based on their individualized education programs (Tomlison and Imbeau, 2010)

•       what the student needs to learn or how does the student get access to  the information 

process 

•        Activities in which the student engages in order to make sense of the content

•       Almost all students will need to work at a different speed, with different kinds of support, in different grouping and in a different mode

 

product 

•       authentic assessment:  ground for differentiation

•       ways for students to demonstrate what they have come to know, understand and be able to do after an extended period of learning

 

Learning environment 

•       The way the classroom works and feels.

•       Emotions and feelings on learning.

•       ( Some the students can’t learn in noisy environments and can’t work ) for an extended period of time)

How can teachers DIfferentiate 

Readiness	Interest	Learning Profile
 Attitude toward school, subject, or topic  Experience with topic or an aspect of it  Knowledge, understanding, and skills in topic prerequisites or related topics  Misunderstandings about topic or discipline  Overgeneralizations about the topic or discipline  Sophisticated use of related vocabulary  Evidence of skills in the discipline  Insightful connections between the current topic and other topics in the discipline or in other disciplines.  General communication, thinking, reasoning and other pertinent skills	 Passions  Hobbies  Family interests or pursuits  Affiliations—after-school clubs, extracurricular activities  TV viewing preferences  Vacation destinations  Music preferences  Choice of friends  Elective choices	 Learning styles: visual, auditory, kinesthetic, whole-to-part versus part-to-whole, concrete versus abstract, sequential versus random, etc.  Intelligence preferences  Environmental preferences: temperature, light, availability of food and drink, presence or absence of background music, etc.  Gender- or culture-based preferences: competition versus collaboration, emphasis on the individual versus group  Group orientation: work alone or with others, focus on peers versus focus on adults

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Uses of ICT tools in Differentiation 

•       ICT aids differentiation by providing students with opportunities to:

•       Work on challenges appropriate to their abilities;

•       Take a more active role in their own learning;

•       Try out things without fear of being humiliated in front of their peers;

•       Follow a flexible route towards the learning goals and;

•       Maximize their independence as learners.

Elements of Differentiation with ICT 

Content	process	product
Web Quests	PowerPoint for presentations, book reports, language experience, etc	Rubrics http://rubistar.4teachers.org
e-pals www.epals.com	Practice Vocabulary words by typing (words art is fun and makes cool flashcards)   Visual images of vocabulary http://www.scrapblog.com	Digital pictures for artifacts
www.funbrain.com	www.graphic.org/goindex.html	Word Processors for spell checking

 

For more 

watch video 

Advantages and Dis advantages of differentiated learning 

Advantage	Disadvantage
Student-Centered	Time Consuming & Resource Intensive
Strives for Equity	Often Leads to Dumbing Down the Content
This increasingly Possible with Tech & AI	Students need to learn in all Different Ways
Acknowledges Difference	Cannot be Done for Every Student
Gives Students Choice	Unrealistic in Context of Standardized Tests
Increases Engagement	Learning Styles are Unproven

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In a conclusion 

Differentiated instruction is a process that exists in the planning, execution and assessment levels of being a teacher.  It is a complex instructional strategy that requires a lot of considerations and is meant to accommodate all types of learners in the classroom so that students are highly successful in their class.  I believe it works because it is inclusive to all students and gives each individual a chance to learn and actually succeed. 

Reference 

Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348.

Painter, D. D. (2009). Providing differentiated learning experiences through multigenre projects. Intervention in School and Clinic, 44(5), 288-293.

Valiande, S., & Tarman, B. (2011). Differentlated Teaching and Constructive Learning Approach by The Implemetation of ICT in Mixed Ability Classrooms. Journal of Kirsehir Education Faculty, 12(1).