Running head: DIFFERENTIATED INSTRUCTION 1

Differentiated Instruction
Robert Mandel
AET/525
June 2, 2014
Shannon Riley
DIFFERENTIATED INSTRUCTION 2
Differentiated Instruction
The use of differentiated instruction helps teachers create a classroom environment that
address the difference interests, learning styles, and abilities each student brings with them into
the classroom. Teachers in differentiated classes [] call upon a range of instructional
strategies and become partners with their students to see that both what is learned and the
learning environment are shaped to the learner (Tomlinson, 1999). Adult learners need an
active role in their education and want more than sitting through lectures where the instructor
gives definitions to industry terminology and provides examples. The adult learners want to
engage in activities that encourage them to share life experiences and work alongside others in a
group as they expand their knowledge.
The lesson plan chosen for this assignment is Career Exploration and Employer
Expectations Part 1 from a course titled Manufacturing Engineering assessable through the
University of North Texas: Career and Technical Education website. The performance objectives
after completing this lesson is for the students to have an understanding of the factors that affect
Manufacturing Engineering, principles of teambuilding, characteristics of strong leaders and
work expectations of employers (Manufacturing Engineering). Recommended modifications in
content, the instructional strategies used, end product, and classroom environment are suggested
to accommodate diverse learners enrolled in this course learning session.
Altering the Content
The lesson plan for Career Exploration and Employer Expectations Part 1 contains a list
of specific objectives that are covered during this session. These objectives focus on information
regarding how teams function, using teamwork to solve problems, distinguishing team roles of
leaders and team members, identifying employers work expectations, and includes laws and
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regulations normally associated with the workplace. This list of objectives covers a lot of
detailed information that apply to a career in Manufacturing Engineering and what the student
should expect to find when entering the workplace.
When using differentiating instruction it is important to first learn more about your
students readiness to learn, motivation, and learning preferences, so you can modify the
assignments and materials to match the learning styles and abilities of the class. Incorporating a
learning styles inventory into the lesson plan content informs the instructor what modifications in
instruction will benefit students the most. It is important to include all students in the learning
process and having access to this information decreases the possibility of not engaging some
students while following the lesson plan.
A second modification to the session content is adding a segment that identifies
employment websites that focus on engineering jobs. Exposing students to actual career
opportunities brings a personal element to the content and demonstrates the relationship between
the learning objectives and actual job descriptions. Learning to use the Internet as a job search
tools is a transferable skill that can be useful outside of class as well.
Altering Instructional Strategies
The current instructional format used for this learning session is a direct method of
instruction that presents information using question-answer patterns. Direct instruction is often
associated with teaching explicit information using lectures and comes across as a more scripted
form of teaching. In this session the instructor starts by making a statement pertaining to the
material, followed by asking a question that directly correlates to the statement, and follows with
showing a demonstration to conclude the process. Though a direct method of teaching is an
effective method of teaching, it relies more on a pedagogical approach to learning where the
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focus is on the instructor and does not necessarily take into account the learning style differences
found in the classroom. This lesson plan includes combining lecture with a PowerPoint
presentation making use of both verbal and visual methods for instruction. Though there is one
assignment that states students may work in groups, for a course designed to teach principles of
teambuilding and leadership characteristics there lacks the interpersonal engagement of team
assignments that involve students in other methods of learning. Incorporating group learning
activities, such as competing against other groups in a game show format where students give
answers about teambuilding principles or naming characteristics of a strong leader, will add
another dimension of instruction to accommodate learners who benefit more from interacting and
learning in groups rather than sitting and listening to lectures. Another recommendation is to
arrange for engineers from local manufacturing to visit the class and discuss work expectations
and how they view their role as a workgroup member. This activity brings a personal connection
into the classroom and benefits students having difficulties relating class to real people.
Varying the End Product
The current assessments used for evaluating student mastery of the required content is a
Matching Definitions handout and a short answer quiz, both administered at the end of the
session. It is important to include formative assessments at the beginning and middle of the
lesson and not wait until the end for the final results. Adding formative assessments presents
feedback to students on their progress and show if the instructional adjustments are necessary to
accommodate students who are having difficulties understanding the material. Asking the
students to complete a short fill-in the blank quiz to begin class will provide a baseline for what
students know before instruction begins. A similar quiz can also be administered half way
through the PowerPoint presentation to make sure everyone is understanding the material as the
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session progresses. Another assessment to include is a group assignment that requires students
to form workgroups and apply the principles they have learned while forming the group and
completing a group task.
Altering the Environment
The current instructional environment for this session is a room that includes a computer,
Internet access optional, and an overhead projector. Making the classroom more assessable to
differences in learn needs would include having a computer workstation available to all students
where they can view the PowerPoint presentation and enlarge the screen size if necessary. This
would assist those students who may have difficulties seeing the PowerPoint presentation from
the back of the classroom and make having Internet access for research readily available.
Another modification to the classroom is the addition of a whiteboard for the instructor to use as
an instructional aid. The instructor can use the whiteboard to highlight key words and
information the students are required to learn. This will aid those students who are having
difficulties listening to the lecture and taking notes at the same time and helps everyone to
review the information presented.
Conclusion
Differentiate instruction gives teachers the flexibility to include all students in the
learning process through modifications in content, process, product, and learning environment.
Teachers can make modifications in one or more of these areas in response to student readiness
to learn, preferred learning style and interest. The whole concept of differentiate instruction is to
create a learning experience where the students have access to learning, including the tools to
succeed. The modifications made to the lesson plan chosen for this assignment where made in
an attempt to include students who might otherwise be left behind. Suggested changes to content
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focused on gathering information on students learning styles and included adding material to
engage student interest on a personal level. The process was adjusted to add variations in
instruction to involve student who are unable to learn from lectures and prefer group activities.
The addition of formative assessments to the product are designed to benefit both instructor and
students as tools for demonstrating progress and highlight student strengths and weaknesses
during the learning process. Changes in the learning environment are made to accommodate
diverse learners who might have difficulties learning without the use of additional instructional
aids. Together these adjustments will make for a better learning experience.
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References
Manufacturing Engineering. (n.d.). Retrieved from CTE Career and Technical Education:
http://cte.unt.edu/content/files/_MFG/MFG_Curriculum/Mfg_Engineering/01CareerExpl
ore/01.01CareerExplore-Part1.pdf
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All
Learners. Alexandia: Association for Supervision and Curriculum Development.