PED - Differentiated Instruction Lesson

Differentiated Instruction

The whole purpose of education is to turn mirrors into windows.

— Sydney J. Harris

Part of differentiated instruction is the implementation of multiple sensory modalities in a lesson or class period in an effort to target all four learning styles. In addition to differentiating through accommodating individual learning styles, there are other ways to differentiate instruction. Depending on how teachers intend to structure their learning activities, they may also differentiate:

  • Content/topic (i.e., construct an activity that allows capable learners to accelerate their rate of progress while providing more structured steps for novices)
  • Processes (i.e., varying learning activities or strategies)
  • The product (i.e., varying the complexity of the product that learners will create in order to demonstrate mastery of the lesson's main concepts)

Teaching to different learning styles requires the mastery of language. Differentiated teaching demands a specificity of diction to ensure optimal learning by the different learning styles. For example, the rhythm and the sound of words may make a concept more memorable for kinesthetic or auditory learners. The kinesthetic learner may tap his feet or swing his legs while reading or viewing the concept or skill. Employing onomatopoeia may help generate greater awareness from auditory learners by evoking an image triggered by the sound. Descriptive action verbs may help capture visual learners by creating vivid imagery.

Closely associated with learning styles is Howard Gardner's landmark work concerning multiple intelligences. In 1997, Edutopia magazine conducted an interview with the Harvard University professor about multiple intelligences and new forms of assessment. Though the content of the interview is over a decade old, the ideas presented are powerful.

Click here to watch the video and read material concerning Gardner's assertions about learning and assessment. Links to an external site.

Screenshot of the Edutopia website featuring an interview with Howard Garner.

 

Now, please read the following articles about differentiated instruction.

Reading Assignment: "Meeting the Needs of All Students Through Differentiated Instruction"

Click here to read "Meeting the Needs of All Students Through Differentiated Instruction" by Holli M. Levy. Links to an external site.

Reading Assignment: "Mapping a Route Toward Differentiated Instruction"

Click here to read "Mapping a Route Toward Differentiated Instruction" by Carol Ann Tomlinson. Links to an external site.

The skillful use of technology is one means of effectively providing differentiated instruction. As students at Georgia Virtual School, we want you to be successful with online learning. In an age where technology is becoming increasingly interactive, it has the ability to reach all learning styles.

There are a number of technology tools such as internet connectivity, interactive whiteboards, word processing, spreadsheets, databases, multimedia editing tools, digital audio, digital images, digital video, simulations, and other related resources that are used to engage students, explore ideas, and provide learners with ways to demonstrate understanding and mastery of concepts. With these tools, learning can be more efficient, relevant, memorable, and useful. Technology is a means to an end. The integration of digital resources is one way to help pupils make the journey from being a novice to being an individual who can recall and apply what has been learned proficiently or expertly.

Self-Assessment and Practice

Drag the items from the bottom to the slots on the right.

RESOURCES IN THIS MODULE ARE OPEN EDUCATIONAL RESOURCES (OER) OR CREATED BY GAVS UNLESS OTHERWISE NOTED. SOME IMAGES USED UNDER SUBSCRIPTION.