Post on 04-Aug-2015
Differentiation in teaching and learning
through the use of technologyHróbjartur Árnason
Assistant Professor
Adult- and Continuing EducationUniversity of Iceland
Hrobjartur@hi.is
My Point of View
• Adult Learning• Lifelong Learning
What do YOU mean when you talk about
differentiated teaching?
Please discuss 3-4 together
How do we react to differences in the classroom / among our learners?
DifferentiatePersonalize
Individualize
What is…
• Individualisation: Instruction adapted to the learning needs of individual learners• Differentiation: Instruction tailored to accommodate different needs
in the same group• Personalisation: Instruction paced to learning needs, tailored to
individual learning preferences and interests and needs. US Department of Education 2010
Differentiation:
“A proactive response to the unpredictability of todays diverse classrooms”
Carol Ann TomlinsonAnd here too
why
#1 We gather learners in a classroom for a reason
• Economy?• "The industrial model"!
• Politics• Democracy• Equality
• Better• Learning• Teaching
• Community• Interaction
• Theory: The social construction of reality• Berger, Peter L.; Luckmann,
Thomas (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge . Open Road Integrated Media.
• Learners learn by• seeing others learn• hearing others learn• interacting with others• asking peers• explaining to peers• showing peers
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#1 We gather learners in a classroom for a reason
• Economy?• "The industrial model"!
• Politics• Democracy• Equality
• Better• Learning• Teaching
• Community• Interaction
• Theory: The social construction of reality• Berger, Peter L.; Luckmann,
Thomas (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge . Open Road Integrated Media.
• Learners learn by• seeing others learn• hearing others learn• interacting with others• asking peers• explaining to peers• showing peers
11
#1 We gather learners in a classroom for a reason
• Economy?• "The industrial model"!
• Politics• Democracy• Equality
• Better• Learning• Teaching
• Community• Interaction
• Theory: The social construction of reality• Berger, Peter L.; Luckmann,
Thomas (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge . Open Road Integrated Media.
• Learners learn by• seeing others learn• hearing others learn• interacting with others• asking peers• explaining to peers• showing peers
12
#1 We gather learners in a classroom for a reason
• Economy?• "The industrial model"!
• Politics• Democracy• Equality
• Better• Learning• Teaching
• Community• Interaction
• Theory: The social construction of reality• Berger, Peter L.; Luckmann,
Thomas (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge . Open Road Integrated Media.
• Learners learn by• seeing others learn• hearing others learn• interacting with others• asking peers• explaining to peers• showing peers
13
#2 Diverse groups give more creative results
• Research on creativity • The tension between • Understanding each other
• Language• Idioms• Common knowledge
• And not understanding• misunderstanding• explaining• sharing• etc.
c.f. Keith Sawyer: Group Genius 2008
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#3 Differentiated instructions can enable MORE learning
• Constructivism• Zone of proximal Development• Different learners need to
develop different • Teacher nudges learner out of
their comfort zone• Carl Rogers
• Meaningful learning• We learn things we find
meaningful to us• Malcolm Knowles
• Experience varies• amount• Quality• IS important
• Learning styles• Kolb• Dunn & Dunn
• Multiple Intellegences• Howard Gardneer• Thomas Armstrong
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Learning Styles: Senses
Learning styles: Kolb
Doodle by Patricia Kambitsch, from her blog „Adventures of slow leaning“
Learning styles: Dunn & Dunn
#4 Differentiated instruction can help learners become lifelong learners
• Differentiated Instruction can foster more self directed learning, self efficacy and self responsibility• Making learning a positive experience• Learning activities tailored to learner preparedness• Because learners are working on meaningful tasks • Because learners can choose tasks
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#5 Differentiation can help all learners succeed
Elements of motivation: • Feel inclusion• Culturally responsive• Attitude• Meaning• Competence
Wlodkowski (2008)
People experience FLOW when tasks are• challenging• not too easy• not too hard• learners lose sense of
time• only conscious of task,
not selfExperiencing Flow builds psychological capital
•Csikszentmihalyi (2008)
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Plan learning activities which meet student‘s...• readiness
• When the learning tasks match or fit the student’s learning skills as well as their knowledge and understanding of the learning material
• interest• The learning tasks kindle curiosity, passion or appetite for
learning or completing the task
• learning profile• The assignments fit the way the student likes to learn and work• Learning style / preference
C.A. Tomlinson (2001). How to Differentiate Instruction in Mixed-Ability Classrooms
A classical way of differentiating
learning materials according to
learning speed/ability…
• The right answer leads the reader to new material,
• The wrong answer leads the reader to more material expressed differently
10 best
How to choose
Kahn Academy pre-learning assessment
Kahn Academy: Assessment question
Kahn Academy dashboard
A guide through the course with choices in
learning materials
Links to tagged lists
Links to playlists
With you can discuss the content ON the page
Highlight important sections of the webpage
Discuss specific issues in the text… f.ex. to train
learners to discriminate, and judge content
reliability
Discussion
Highlights
Why Differentiate?
• #1 We gather learners in a classroom for a reason• #2 Diverse groups give more creative results• #3 Differentiated instructions can enable MORE learning• #4 Differentiated instruction can help learners become lifelong
learners• #5 Differentiation can help all learners succeed
How to differentiate
Planning for unpredictable groups of learners:•Preparedness•Interest•Learning preferences
Using ICT tools to: •Create / present varied content for different learners•Present with varied methods with “Playlists”•Assess student‘s mastery in ways that suit and interest them
Varying elements of learning and teaching•Content•Presentation•Assessment
You can find this presentation on Slideshare and can click on all pictures and logos to find more information or the respective tools
Go to: tiny.cc/fluid
Contact details: Hróbjartur Árnason, University of IcelandHrobjartur@hi.is