Differentiated Instruction and Universal Design for Learning
Differentiated instruction and e learning
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Transcript of Differentiated instruction and e learning
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& E-learning
Nutan Erathi
Instructional Designer
Ph.D Scholar (JNTUH)
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s This presentation will enable you to:
Gain an understanding of the need to improve employability skills
Know why corporate trainings are important
Know how e-learning courses use differentiated instruction to suit needs of diverse learners
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To address the changing needs of learners, the
one-size fits all concept is not applicable any more.
Different kinds of learner’s have different leaning needs
and this paved way to the beginning of differentiated
instruction
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How can educators provide more than one way to give
learners access to information?
Learners need to understand what they do not
know, what they need to know, and why they need to
know it to move forward with mastering a new skill or
content.
Otherwise, why are they wasting their time learning
something that they already know or that will not help
them?
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Differentiated instruction, according
to Carol Ann Tomlinson (as cited by
Ellis, Gable, Greg, & Rock, 2008,
p. 32), is the process of “ensuring
that what a student learns, how he or
she learns it, and how the student
demonstrates what he or she has
learned is a match for that student’s
readiness level, interests, and
preferred mode of learning.”
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Web based learning programs provides the opportunity to learners to access
the information at their own pace, place and time and gain information
Instructions is designed in way that uses several senses (i.e. sight-
visuals/graphics &images, sound- audio, touch- interactivities) and by creating
measurable learning connections.
The reflective educator analyzes his own lessons to see what worked and
what did not. He makes changes as necessary. When a lesson does not go
well, which will happen to everyone, he learns from it and does not teach the
lesson the same way again.
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Setting the stage for learning
•Learner-Friendly Interface
•Setting reasonable goals
•Teaching content
•Building relationships
•Building personal capacity for creative thinking and problem solving
•Using formative assessment regularly
•Keeping learners moving forward
•Praising effort and learning from mistakes
•Considering the implications for summative assessment
•Real time results s
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Let us consider an example of using differentiated instruction to train
employees of Dr. Reedy’s Laboratories on Information Security
The purpose to train the employees is to make them aware of safe
guarding company’s
Valuable information and data while carrying out the daily business
activities.
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Since learners (here staff employees) belong to
different cultures, socio economic status, language,
gender, motivation, ability, disability, personal interests,
etc, instructors need to develop personalized
instruction to meet these diverse varieties of learners
through careful planning of the course.
By considering these varied learning needs,
personalized instruction was used to meet the
readiness levels, interests and learning profiles. To do
this, a different expectation for task completion for
learners based upon their individual needs had been
set.
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Active engagement is also thought to create
deeper understanding because it focuses on
transforming ideas (e.g., from written to visual)
through thinking, doing, and feeling.
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Offer ample opportunities for learners to engage with concepts, stretch their
thinking (or tendons), and reach their goals.
The learner had to click on each tab and hence he was constantly kept engaged in
order to get the information desirable to complete the course.
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Formative Assessment
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free writing
brainstorming
mind-mapping
journal entries
reading responses
questions formulation
conversation prompts/responses
workplace scenarios
role playing
problem solving
Possible Learning Activities
in an Online- scenario
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How did learning happen?
Format: Format includes awareness of correct format for the context of the assignment.
Content: Content (as required by the assignment) includes clear thesis or focus, adequate development, good use of details and examples, correct use of illustrations.
Organization: Organization means ideas are presented in logical order in individual sections and in the overall piece of writing.
Style: Style includes word choice and tone.
How did learning happen?
With differentiation, learning happens effectively. Active learning takes place
because of the use of videos, graphics, audio and interactivities, say
about, 90%.
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Suggestions for good practice
• Providing learners with explicit information about the organisation is related to integrating language instruction and technology into delivery of training and assessment
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Where to from here?
What would you like to do in your section to promote the integration of technology in your delivery?
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Future of education is not about
recalling information, but about making,
designing, and creating.
If we continue to proceed with blinders on and
think that standardized tests are nothing more
than a cheap filtering system, we may miss out
on some great innovations and contributions to
our world.
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Questions?
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References:
https://fs24.formsite.com/edweek/images/spotlig
ht-on-differentiated-instruction.pdf
http://en.wikipedia.org/wiki/Differentiated_instr
uction
http://en.wikipedia.org/wiki/Learning_managem
ent_system
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