Differentiation in teaching and learning through the use of technology
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The document discusses differentiated instruction in adult and lifelong learning, emphasizing the need for personalization, individualization, and differentiation in teaching methods to cater to diverse learners' needs. It highlights key reasons for gathering learners in classrooms, the benefits of diverse groups in fostering creativity, and the importance of creating a supportive learning environment that promotes self-directed learning. Additionally, it suggests using technology to adapt content and assessment methods for varied learning preferences and interests.
Differentiation in teaching and learning through the use of technology
- 3. Differentiation in teaching and learning through the use of technology Hróbjartur Árnason Assistant Professor Adult- and Continuing Education University of Iceland Hrobjartur@hi.is
- 4. My Point of View • Adult Learning • Lifelong Learning
- 5. What do YOU mean when you talk about differentiated teaching? Please discuss 3-4 together 3 minutes
- 6. How do we react to differences in the classroom / among our learners? Differentiate Personalize Individualize
- 7. 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, interests and needs. US Department of Education 2010
- 8. Differentiation: “A proactive response to the unpredictability of todays diverse classrooms” Carol Ann Tomlinson And here too
- 9. why
- 10. #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 10
- 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 11
- 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 12
- 13. #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
- 14. #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 14
- 15. #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 15
- 17. Learning styles: Kolb Doodle by Patricia Kambitsch, from her blog „Adventures of slow leaning“
- 18. Learning styles: Dunn & Dunn
- 19. #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 19
- 20. #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 self Experiencing Flow builds psychological capital •Csikszentmihalyi (2008) 20
- 22. 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
- 24. 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
- 29. Kahn Academy pre-learning assessment
- 30. Kahn Academy: Assessment question
- 32. Kahn Academy: Teacher dashboards
- 33. Alma: Create your own differentiated paths
- 35. A guide through the course with choices in learning materials Links to tagged lists Links to playlists
- 36. 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
- 38. 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
- 39. 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
- 40. 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 Iceland Hrobjartur@hi.is