CAE EDUC 1092: Course Implementation (Rita Prokopetz)

February 12, 2014

A SHORT PAPER ON DIFFERENTIATED INSTRUCTION

by Zaheer Ahmad, Scott Halpenny, Amanda Le Rougetel, and Gabe Sabourin

What is it?
Differentiated Instruction (DI) means planning instruction for the whole class to maximize each students growth and success (Hammond, n.d.). When working in groups, we are asking the students to do research. Each member of the group can use their individual strengths as a learner to contribute to the learning process and the end product. It allows for each persons individual learning style. According to Dillard (n.d.), DI is a teaching strategy that responds to student readiness, interests, learning styles, and multiple intelligences. Its objective is to nurture student success, while acknowledging that instructors cannot implement things in the classroom that are neither practical nor doable. That is, DI should happen within the bounds of the reasonable from the instructors perspective and capacity.

History of DI
DI is not new, as ancient writings of Greek and Egyptian scholars describe the need by instructors to address different students learning requirements (Government of Ontario, 2008). Closer to home, the one-room school house of the early Canadian settlers days on the prairies represents DI in action one classroom filled with students of a variety of ages, all taught by only one teacher, who would have had to manage not only different learning styles, etc., but also different curriculum across different age groups (Government of Ontario, 2008). DI moves teaching and learning away from a one-size-fits-all just the facts approach to one that can encourage students to apply what they are learning to their own already-existing experience and knowledge; this is a process that, according to Virgil Ward (as cited in Ziebell, 2010), creates independent learners. Ward is credited with coining the term differentiated instruction in the 1960s (Ziebell, 2010, p.4). A quick online search about DI surfaces many sources of information, and Carol Ann Tomlinson is a frequently cited author on the topic. Indeed, she has written more than 200 articles, chapters, and books about DI (Rebora, 2008); as an elementary school teacher, a post-secondary professor, and an administrator at the university level for several decades, Tomlinson has not only theorized about the practice, but has implemented it in the classroom herself (Rebora). According to Tomlinson (Rebora, 2008), the most robust practitioners of DI are likely those instructors who believe in themselves as educators and who have the confidence to connect with the students in their classroom as individuals with needs that fall across a wide spectrum. But it isnt easy: She acknowledges that DI is difficult. Teaching is difficult, she says (Rebora, 25). It could be added that teaching, when it is effective, is rewarding in direct proportion to the effort invested by both the instructor and the learner.

Examples from our RRC Classrooms

Gabe, an electrical instructor: I divide my 15 students into three groups of five. One person is super good at figuring out math, another is good at drawing out the circuit, another person might
Ahmad, Halpenny, Le Rougetel, Sabourin 1

CAE EDUC 1092: Course Implementation (Rita Prokopetz)

February 12, 2014

be good with the hands on part of constructing the circuit, and one guy has the gift of the gab to explain it to the whole class. I have given one assignment for the whole class, but differentiated the process so all learners can be successful. Amanda, a communication instructor: Many of the trades students to whom I teach communication are neither confident communicators nor competent typists, yet our course outlines state that all assignments must be word processed. Taking a DI approach to this particular challenge, I would allow those students who are more comfortable handwriting their assignments to submit their work in hand written form. This accommodation would in no way advantage them over their peers; it would merely level the playing field in the classroom for the non-typists, allowing them to concentrate on the content of their work rather than on the method of providing it. This approach would concentrate on the product element of DI; the learning environment, the content, and the process would be the same for all the students in the classroom. These four elements represent how curriculum and/or instruction can be differentiated in the classroom (Maker as cited in Hammond, n.d., p. 6). Zaheer, a data analyst (former IT instructor): In past like 1980s there was not enough differentiation or no concept of teacher centered and student centered teaching styles in developing countries at least and not a concept of andragogy and pedagogy as well. In those ages or when we were in college, the teacher comes, delivers a lecture and does not care about the students whether they are getting the concepts or not. There were no defined objectives of the course. Different people have different potentials for learning and students do the same. The effective teaching is the communication with students at the level at which the majority of them get it, I think. While delivering lectures, I always composite the stimulating/challenging and easy concepts, which aid the students to comprehend them. Communication is critical to active erudition. A calm and dynamic atmosphere for the instructor and the students is compulsory to expedite this. In lectures, I actively encourage participation and call on students for ideas. I encourage students to ask questions while directing my questions to students at random. I always revise the salient point of my previous lesson to connect that to a new (todays) lesson at the beginning and then outline the todays lesson topics. Moreover, at the end again I try to emphasize the main and salient points covered in current lesson. Its my policy to communicate clear the main points like assignments, quizzes, term tests etc. As a technology person I dont hesitate to use the technology and make use of it wherever appropriate and possible. I try to keep the class atmosphere friendly and conducive to learning. Sometime I tell jokes which have relevance to the topics being discussed and have lessons to be learned. I discourage, however, distracting behavior. For most of my classes, I start assigning a group project (if possible) which gives them brain storming and to share the ideas and then go to individual projects. Even though for the group projects I assign to write summaries to all and then share those with each other which gives them some sort of more logic. Then I direct them to make a presentation and present that in front of all the students and students are free to ask questions at the end of the presentation and I direct questions randomly to all the members to ensure everyone has good understanding of the projects topic.

Ahmad, Halpenny, Le Rougetel, Sabourin

CAE EDUC 1092: Course Implementation (Rita Prokopetz)

February 12, 2014

I divide my students into groups of four to five from which one person is super good at figuring out mathematical functioning, other is good in logic of the program, another person might be good to explain it to the whole class. I have given one assignment for the whole class, but differentiated the process so all learners can be successful. Scott Halpenny, an Accounting Instructor: Differentiated instruction can vary depending on if I am teaching a first year course which all students must take in Business Administration, or a second year course, which students have selected as a major. First year courses have a broader range of learners, requiring a more varied approach to instruction. Those students who choose accounting as a major in second year tend towards auditory/verbal learners. Regardless of the course level being presented, a variety of methods must be used to meet the needs of students. The three general principles of differentiated instruction (Ernst and Ernst, 2005, College Quarterly p. 2) include a variety of challenging tasks, flexible groupings of students and ongoing assessments that allow for adjustments to instruction. The accounting courses are taught in small blocks of time, leaving little time to place students into smaller groups. As a result, information is presented in smaller blocks, with a combination of lecture, demonstration problems, student collaboration on assigned questions in class, and individual work. All of the accounting courses include a variety of assessments, online and in class, immediately following course modules. These allow for identification of areas to be revisited in instruction. I also encourage students to begin to reflect on their results, identifying both strengths and weaknesses in performance. Due to group teaching of the accounting courses at the college, up to 20 sections of each course are given each semester. The differentiation is limited to the tasks and use of feedback within the classroom, allowing two of the three principles noted above to be included in instruction.

Overcoming barriers to DI
Obstacles or barriers prevent faculty from using active learning strategies. However, according to Bonwell (2000), DI can be used in college classroom by keeping in view four points: Always know the rationale. Strategies for diverse learning. Adjustments. Four areas (Elements, Key, Bases and basics). According to Bonwell (2000), active learning strategies include six common obstacles: A. B. C. D. E. F. Course content cant be covered in available time; Devising active learning strategies takes too much pre-class preparation; Large class sizes prevent implementation of active learning strategies; Most instructors think of themselves as being good lecturers; There is a lack of materials or equipment needed to support active learning approaches; Students resist non-lecture approaches.

How can these barriers be overcome? Bonwell (2000) states there are two primary sets of obstacles that prevent faculty from using active learning strategies in the classroom: (1) the six potential obstacles noted above, and (2) the fact that using active learning strategies involves risk. The commonly reported obstacles may be resolved as follows:
Certainly, to reduce the class time active learning is very important and we should ensure that the students are comfortable with the course contents.
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Ahmad, Halpenny, Le Rougetel, Sabourin

CAE EDUC 1092: Course Implementation (Rita Prokopetz)

February 12, 2014

To implement the active learning, we need to spend some time before the class and need to plan how we will run the class to engage the student to reach our goal. We need to make small group by keeping in view the students behavior and learning strategy. Sometime self over confidence ruins the class too. So be sure that students are getting you and able to reproduce. If students restrict non-lecturing styles, try to make them comfortable and engage them as well.

References
Bonwell, C. (2000). Active Learning: Creating Excitement in the Classroom. Retrieved February 10, 2014 from http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement _in_the_Classroom.pdf College Quarterly. Retrieved February 9, 2014 from http://www.collegequarterly.ca/2013-vol16num03-summer/lightweis.html Dillard, David. W. (n.d.). Differentiated Challenges. Retrieved February 2, 2014 from http://www.slideshare.net/getsmart/differentiated-instruction-web-one Government of Ontario. (2008). Reach Every Student Through Differentiated Instruction. Retrieved February 2, 2014 from http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf Hammond, G. (n.d). Course notes EDUC 1092. Red River College CAE program. Retrieved January 30, 2014 from http://learn.rrc.ca/d2l/le/content/61035/viewContent/570711/View Rebora, A. (2008). Making a Difference. Education Week. Retrieved February 9, 2014 from http://www.edweek.org/tsb/articles/2008/09/10/01tomlinson.h02.html Ziebell, J. (2010). Differentiated Instruction. Retrieved February 9, 2014 from http://jillziebell.wordpress.com/

Ahmad, Halpenny, Le Rougetel, Sabourin