What is Differentiated Instruction? (4 Types Explained)

Helpful Professor Explains!
21 Dec 202016:01

Summary

TLDR本视频由helpfulprofessor.com的Chris主讲,深入探讨了差异化教学的概念。差异化教学是针对不同学生的个体需求采取不同教学方式的教育方法。它强调学生中心,注重学生如何学习而非教师如何教学。Carol Ann Tomlinson作为差异化教学概念的创始人,提出了四种差异化教学的方法:内容、学习过程、评估和学习环境。视频通过实例讲解了如何实施这些方法,并讨论了其优势(如提高学生参与度和满足不同需求)和劣势(如耗时、资源密集和可能的内容简化)。最后,视频提醒教师在实施差异化教学时需注意平衡,以确保学生能够通过多种方式学习。

Takeaways

  • 📚 差异化教学是针对不同学生个体需求的教学方法,旨在通过不同的教学方式来满足每个学生的独特需求。
  • 👨‍🏫 差异化教学被认为是一种以学生为中心的教学方法,重点在于学生如何学习,而非教师如何教授。
  • 🔍 Carol Ann Tomlinson是差异化教学概念的创始人,她的定义强调教师为不同个体或小组提供不同的教学以创造最佳学习体验。
  • 👦 差异化教学包括根据学生的优势、兴趣和风格提供不同的学习路径。
  • 🔑 Carol Ann Tomlinson提出了四种差异化教学的方式:内容、学习过程、评估和学习环境。
  • 🎨 内容差异化不意味着降低难度,而是让学生选择与学习主题相关的特定方面,以激发他们的学习兴趣。
  • 🛠️ 学习过程差异化涉及改变学习活动中的方法,以满足学生的个体需求,如通过视频、阅读或实践活动学习。
  • 📝 评估差异化为学生提供了不同的展示和证明他们知识的方式,如口头报告、海报展示或演示。
  • 🏫 学习环境差异化涉及改变教室布局和资源,以支持学生的不同学习偏好和优势。
  • 🚀 差异化教学的优点包括以学生为中心、追求公平、承认课堂差异、提供学生选择权、增加参与度。
  • 🚧 差异化教学的缺点包括耗时耗资源、可能导致内容简化、难以为每个学生提供差异化、与标准化测试冲突、学习风格概念未经证实、学生需要通过多种方式学习。

Q & A

  • 什么是差异化教学?

    -差异化教学是一种教学方法,它涉及以不同的方式教授不同的学生,以满足他们的个体需求。它认识到每个学生在课堂上都有不同的需求,因此我们不能以完全相同的方式或内容教授每个学生,并期望他们都能获得最佳结果。

  • 差异化教学为什么被认为是学生为中心的教学方法?

    -差异化教学被认为是学生为中心的教学方法,因为它的重点不在于教师如何教授,而在于学生如何学习。教师的教学需要响应学生的学习,以满足每个学生的个体需求。

  • 差异化教学的创始人是谁?

    -差异化教学的创始人是Carol Ann Tomlinson,她也是这个概念的权威来源。

  • Carol Ann Tomlinson如何定义差异化教学?

    -Carol Ann Tomlinson定义差异化教学为:当教师向个人或小组提供不同的教学,以创造最佳的学习体验。

  • 差异化教学的四个方面是什么?

    -Carol Ann Tomlinson提出差异化教学的四个方面包括:内容、学习过程、评估和学习环境。

  • 如何通过差异化教学改变内容?

    -改变内容并不意味着降低难度,而是让学生选择一个他们感兴趣的话题方面,通过这个方面来激发他们的学习兴趣,例如让学生选择19世纪的一个人物或十年来研究。

  • 差异化教学中如何变化学习过程?

    -变化学习过程涉及改变学习活动中的内容,以满足学生的个体需求。例如,通过设置不同的学习站点,让学生根据自己的学习偏好选择学习方式,如观看视频、阅读或参与物理活动。

  • 差异化教学中变化评估的目的是什么?

    -变化评估的目的是帮助学生以对他们最舒适的方式展示和证明他们的知识,例如为有阅读困难的学生提供口头报告或创建海报等替代评估方式。

  • 如何通过差异化教学改变学习环境?

    -改变学习环境涉及调整教室布局、座位安排、可用资源等,以支持学生的学习偏好和优势,例如为社交型学习者提供小组讨论区,为独立学习者提供安静的工作区。

  • 差异化教学有哪些优点?

    -差异化教学的优点包括:以学生为中心、追求公平、承认课堂差异、给学生选择权、提高参与度、利用技术增加学习可能性。

  • 实施差异化教学面临的挑战有哪些?

    -实施差异化教学的挑战包括:耗时且资源密集、可能导致内容简化、不可能为每个学生每天都进行差异化、与标准化测试相冲突、学习风格概念未经证实、过分依赖学生的优势可能会忽视弱点。

  • 为什么说学习风格的概念未经证实?

    -学习风格的概念未经证实,因为研究表明,所谓的学习风格实际上是学习偏好,而不是天生的学习方式。每个人都有能力通过不同的方式学习,只是对某些方式有偏好。

  • 差异化教学如何帮助学生理解他们的学习能力?

    -差异化教学通过提供多种学习方式,帮助学生认识到他们有能力通过多种不同的方法学习,而不仅仅是他们偏好的方式,这有助于他们更全面地发展学习能力。

Outlines

00:00

📚 什么是差异化教学

差异化教学是一种教学方法,它根据学生的个体需求采取不同的教学方式。这种方法认识到每个学生都有不同的需求,因此不能以相同的方式或内容来教授所有学生。差异化教学包括为需要额外支持的学生提供帮助,同时给予其他学生一定的自由度,以培养他们的好奇心和兴趣。差异化教学还涉及考虑学生的不同学习方式,如视觉学习者和通过阅读学习的学生。差异化教学的核心是学生中心的教学法,关注的是学生的学习方式,而不是教师的教学方式。

05:02

👨‍🏫 差异化教学的定义和实施

差异化教学的定义由Carol Ann Tomlinson提出,她认为差异化教学是教师为了创造最佳的学习体验而向个别学生或小组提供不同的教学。其他学者如Dixon等人也提供了类似的定义,强调根据学生的优势、兴趣和风格提供不同的学习路径。差异化教学的实施包括四个方面:内容、学习过程、评估和学习环境。例如,在内容上,可以通过让学生选择感兴趣的历史人物或时期来学习19世纪的历史;在学习过程上,可以通过设置不同的学习站点来适应不同学生的学习偏好;在评估上,可以根据学生的特殊情况提供不同的评估方式;在学习环境上,可以通过调整教室布局来满足不同学生的社交和学习需求。

10:04

🔍 差异化教学的利弊

差异化教学的优点包括以学生为中心、追求公平、承认课堂差异、给学生选择权、提高参与度,并利用技术手段实现个性化学习。然而,它也存在一些缺点,如时间消耗大、资源密集、可能导致内容简化、难以为每个学生提供差异化教学、与标准化测试相冲突、学习风格概念未经证实,以及可能导致学生只通过自己喜欢的方式学习,忽视了其他学习方式的重要性。教师在实施差异化教学时需要意识到这些潜在问题,并努力平衡学生的优势和弱点,以促进全面发展。

15:05

🎓 差异化教学的总结

这段视频脚本为教师和学生提供了关于差异化教学的全面介绍,包括它的定义、实施方法、优点和缺点。差异化教学是一种旨在满足每个学生独特需求的教学方法,通过提供多样化的学习内容、过程、评估和环境来实现。虽然这种方法有许多好处,如提高学生的参与度和个性化学习体验,但它也面临挑战,如资源限制和与标准化测试的冲突。教师需要在实施差异化教学时权衡这些因素,并找到适合他们学生群体的最佳方法。

Mindmap

Keywords

💡差异化教学

差异化教学是一种教育方法,它强调根据学生的个体差异来调整教学方式和内容,以满足每个学生的特定需求。在视频中,差异化教学是核心主题,它体现了一种以学生为中心的教学理念,即教师需要根据学生的学习方式、兴趣和需求来调整教学策略,以实现最佳的教学效果。

💡学生中心

学生中心是一种教学理念,它强调教学应该围绕学生的需求和学习方式进行设计。在视频中,差异化教学被认为是一种学生中心的教学方法,因为其重点不在于教师如何教,而在于学生如何学,教师的教学需要响应学生的学习需求。

💡Carol Ann Tomlinson

Carol Ann Tomlinson 是差异化教学概念的创始人,她在视频中被提及为这一教学策略的权威来源。Tomlinson 认为,差异化教学是教师为了创造最佳的学习体验而向个别学生或小组提供不同教学方式的过程。

💡学习风格

学习风格指的是个人在学习时偏好的方式,如视觉学习、听觉学习或动手操作等。尽管视频中提到学习风格的概念存在争议,但它仍然是差异化教学中一个重要的考虑因素,教师可以根据学生偏好的学习风格来调整教学方法。

💡学习内容

学习内容指的是教学中所涉及的具体知识或主题。在差异化教学中,教师可以通过提供不同的学习内容来满足学生的兴趣和需求,例如让学生选择19世纪的不同历史人物或时期来学习,从而激发他们的学习热情。

💡学习过程

学习过程涉及学生获取知识的方式和活动。视频中提到,教师可以通过改变学习活动来适应学生的个体需求,如通过观看视频、阅读或参与实践活动等不同的学习方式来学习相同的内容。

💡评估

评估是教育过程中用于评价学生学习成果的方法。差异化教学中的评估可以根据学生的特定需求进行调整,例如为有阅读障碍的学生提供口头报告或海报展示等替代的评估方式。

💡学习环境

学习环境指的是学生进行学习的物理和社会背景。视频中提到,教师可以通过改变教室布局、提供不同的学习资源和技术支持等来适应学生的学习偏好,从而创造一个有利于学习的环境。

💡教育软件

教育软件是设计用于辅助教学和学习的工具,它们可以内置差异化教学的功能,帮助教师满足不同学生的学习需求。视频中提到,随着技术的发展,教育软件使得差异化教学变得更加可行。

💡标准化测试

标准化测试是一种统一的、标准化的评估方法,用于评价学生在特定学科领域的知识和技能。视频中指出,标准化测试与差异化教学之间存在冲突,因为标准化测试要求所有学生在相同的条件下进行测试,这限制了教学的灵活性。

Highlights

差异化教学定义:根据学生的个体需求采用不同方式进行教学。

差异化教学是学生中心的教学方法,关注学生如何学习而非教师如何教学。

Carol Ann Tomlinson是差异化教学概念的创始人。

差异化教学的四个方面:内容、学习过程、评估和学习环境。

内容变化不意味着降低难度,而是让学生选择感兴趣的学习点。

学习过程变化涉及改变学习活动以满足学生的个体需求。

评估变化允许学生以最舒适的方式展示和证明他们的知识。

学习环境变化通过调整教室布局和资源来适应学生的优势或偏好。

差异化教学的优点包括以学生为中心、追求公平、承认课堂差异、提供选择、增加参与度。

差异化教学的缺点包括耗时、资源密集、可能导致内容简化、难以为每个学生实施、与标准化测试冲突、学习风格概念未被证实。

技术可以帮助实现差异化教学,如教育软件提供个性化学习路径。

差异化教学需要教师了解学生的需求并相应调整教学方法。

学习风格是个人喜好而非固定学习方式,学生应了解他们可以通过多种方法学习。

差异化教学应平衡强化学生优势和提升弱点。

差异化教学旨在帮助学生通过最适合自己的方式学习,以实现最佳学习效果。

Transcripts

00:00

hey everyone chris here from

00:01

helpfulprofessor.com and today we're

00:02

going to have a look at what is

00:04

differentiated instruction so let's get

00:06

straight into it with

00:07

a definition of differentiated

00:09

instruction

00:10

so differentia differentiated

00:12

instruction involves teaching in

00:13

different ways to different students

00:15

to match their individual needs so it

00:18

recognizes that every student in the

00:20

classroom

00:20

has different needs and therefore we

00:22

can't teach the exact same way

00:24

or even the exact same content to every

00:26

student and expect them all to get

00:29

the best outcomes they can get some

00:31

students might need

00:32

additional support while other students

00:34

might need the teacher to withdraw a

00:36

little bit to let them

00:37

go ahead and just build on their own

00:41

curiosity in their own interests

00:43

some students might be visual learners

00:44

while other students might be more

00:46

interested in learning through reading

00:48

so we need to differentiate the way we

00:50

teach to all the students in our

00:51

classroom to get the best out of each

00:53

and every individual student

00:54

and that's that's the essence of this

00:57

concept of

00:58

differentiated instruction

01:01

so at that bottom point there it is

01:03

considered a student-centered approach

01:05

because the focus is not on how the

01:07

teacher teaches

01:08

but it's on how the students learn and

01:11

it's the teacher's teaching has to

01:12

respond

01:13

to students learning so let's move into

01:17

a couple

01:17

of scholarly definitions so if you're a

01:20

university student or even a

01:22

university teacher you might want to use

01:24

these scholarly definitions

01:26

in an essay or in powerpoint slides when

01:28

you're presenting

01:29

differentiated instruction as a lecture

01:32

the best definition you probably want to

01:34

use is tomlinson's

01:36

tomlinson i think it's carol ann

01:38

tomlinson she is the originator of this

01:40

concept of differentiated instruction so

01:42

it's usually a good idea to

01:44

find out who came up with the concept

01:47

and cite them because they're our

01:48

sort of our seminal source or our most

01:51

authoritative source on the topic

01:53

so here's carol ann tomlinson she says

01:55

differentiated instruction is whenever a

01:57

teacher reaches out to an individual

01:59

or small group to vary his or her

02:02

teaching in order to create the best

02:04

learning experience possible so you

02:07

might want to use that quote in an essay

02:08

or something

02:09

here's another definition from dixon at

02:11

al differentiation offers different

02:13

paths to understanding content

02:15

process and products considering what is

02:17

appropriate given a child's profile of

02:19

strengths

02:19

interests and styles so here again we're

02:21

looking at the child and what the child

02:23

needs all the students so maybe if you

02:26

know if you're teaching adults

02:27

differentiated instruction still works

02:30

just looking at what their strengths

02:31

interests and styles are and teaching

02:34

accordingly all these uh

02:37

people who are cited if you use the link

02:39

in the description to go to the blog

02:41

post about differentiated instruction

02:42

i've got all of the references in apa

02:44

style format at the bottom of that blog

02:46

post so here's the third one

02:47

differentiation is responsive

02:49

instruction designed to meet unique

02:51

individual student needs so we're making

02:53

sure our teaching is different to each

02:55

individual student

02:56

i think you've got the core idea of it

02:58

so let's look at it and break it down a

02:59

little bit more

03:00

with carol ann tomlinson's four ways to

03:03

differentiate

03:04

instruction so again this is a a

03:07

framework of thinking of differentiated

03:09

instruction that comes from the person

03:10

who came up with this concept in the

03:12

first place

03:13

carol ann tomlinson she says there's

03:15

four different ways it's bearing the

03:16

content

03:17

the learning process the assessment and

03:19

the learning environment so let's go

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through

03:21

each of them one at a time and have a

03:23

look at some examples

03:24

so the first one is varying the content

03:27

so varying the content doesn't mean

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dumbing things down and this is really

03:30

important one of the biggest

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weaknesses people have when they're

03:34

implementing differentiated instruction

03:35

is they

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they think that they need to give more

03:38

difficult content to more advanced

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students

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and less difficult content to less

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advanced students

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so the more advanced students can end up

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knowing more at the end of the day than

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the less advanced students

03:50

that's not ideally the way that we do

03:53

differentiated instruction

03:54

although it is one way in which it

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occurs

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often varying the content simply means

04:00

getting students to choose an

04:01

aspect of the topic that will sort of

04:04

bring them into the learning

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and get them excited about the learning

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so let's have an example

04:09

of varying the content if we had an

04:12

assigned learning outcome that

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we needed to tick off but the students

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have learned this learning outcome

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and it was a broad learning outcome like

04:18

the student can explain

04:19

elements of 19th century history there

04:22

is some freedom there that the students

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and yourself as the teacher can have

04:26

to helping the students uh learn this

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information

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you can let your students decide on a

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19th century figure for example so maybe

04:34

a soldier a dancer a politician and

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maybe a

04:36

female sort of an inspirational female

04:40

figure from the 19th century if it's if

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you want to sort of inspire some girls

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in your classroom

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to let them choose someone who they're

04:46

really interested in and get them to be

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able to

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explain elements of 19th century history

04:51

through the lens of looking at

04:53

a specific figure in history that that

04:55

inspires them

04:57

or letting you students choose a decade

04:59

in the 19th century to focus on so

05:02

maybe you want to choose the 1880s and

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1880s obviously

05:06

all around sort of the the freedom of

05:08

slaves in the united states for example

05:10

if people are really interested it's

05:12

really interested in that one student

05:13

can go

05:14

down that that route of choosing a

05:16

certain decade to focus on but another

05:18

student might say actually i'm really

05:19

interested in this president from the

05:22

19th century so i look at this president

05:24

another person might say i'm interested

05:25

in this explorer so

05:27

all the students are still learning

05:28

around the same assigned learning

05:30

outcome

05:30

but they're doing it through different

05:32

content

05:34

okay the next one is varying the

05:36

learning process so it involves changing

05:38

the activities involved

05:39

in the learning to meet students

05:42

individual needs

05:44

so this is focused on activities and not

05:47

content so for example all

05:50

students could learn the exact same very

05:52

specific thing

05:54

but one of them might be learning it

05:55

through watching a video

05:57

and another one might be learning it

05:58

through reading this is

06:01

this varying the learning process thing

06:03

is all about how different students have

06:05

different

06:05

ways of learning that are different so

06:08

some students prefer to watch things

06:09

some students might

06:10

prefer to do physical activity some

06:13

students might prefer to read books in

06:14

silence

06:15

and letting them all choose the way in

06:17

which they approach

06:19

that learning content so the way in

06:21

which they are

06:22

learning the content can help you to

06:25

differentiate your classroom

06:27

so one thing you might do is say here's

06:28

four learning stations

06:30

in each learning station there'll be a

06:31

focus on something different like

06:33

a visual element a maybe a listening

06:36

element

06:37

a physical activity and something else

06:40

maybe watching a television show or

06:41

reading a book or something

06:43

and students can choose the station that

06:45

they go to

06:47

in order to learn in a way that they are

06:50

most excited about but they're all

06:51

learning the same content at each

06:53

learning station it's just the process

06:54

of learning that's a little bit

06:56

different here

06:57

so when we vary our learning process as

06:59

teachers we'll often use the concept of

07:01

scaffolding so when we scaffold our

07:03

learning we look at what the student is

07:05

up to and then we as a teacher think

07:07

okay what's the next step that we need

07:09

to take to help them

07:11

process proceed to you know the next

07:14

level of learning

07:15

so oftentimes community teachers need to

07:16

sit down with the student and have a

07:18

look at how they're learning

07:19

and then sort of think in our heads well

07:21

what's the best thing that i can do

07:23

to help students move forward in this

07:25

process

07:27

okay the next one is varying the

07:28

assessment this one's very very common

07:30

especially these days when we have

07:32

students with additional needs so say we

07:34

have a student who comes up to us

07:36

and they have a dyslexia diagnosis so

07:40

they have a lot of trouble

07:41

reading things in the past we might have

07:43

said

07:44

you know a student which dyslexia is not

07:46

intelligent because they can't read as

07:48

well

07:48

um but today we generally consider that

07:51

you know a student with dyslexia might

07:53

be just as intelligent as every other

07:54

student in the classroom

07:56

it's just that they're having a bit of

07:57

trouble uh consuming the content through

07:59

reading

08:00

and through writing for through they

08:02

might have trouble in an assessment for

08:04

example if it's an

08:05

essay that they have to write so maybe

08:08

we can give them a different

08:09

way of being able to be assessed to

08:12

prove their knowledge they're more

08:13

comfortable with maybe they could give a

08:14

presentation

08:15

create a poster or do a demonstration

08:19

i've also had this with students in my

08:20

classrooms who've had

08:22

anxiety and they've actually had you

08:24

know come to

08:25

me with with notes from the university's

08:29

support saying look this student

08:30

struggles a lot with anxiety and we're

08:32

helping them work through it but

08:34

at the moment can you vary your

08:35

assessment so that they don't have to

08:37

stand and do their presentation in front

08:38

of

08:39

you know 100 other students maybe you

08:41

could get them to do the presentation in

08:43

front of five close friends

08:44

to help them develop their presentation

08:47

skills but

08:48

not in such an intimidating environment

08:51

so varying the assessment

08:52

is to help students show and prove their

08:54

knowledge

08:55

in a way that is most comfortable for

08:57

them

08:59

okay the next one is varying the

09:00

classroom environment

09:02

so when we're looking at our classroom

09:04

environment the layout and then maybe

09:06

the ways that desks are

09:07

positioned what books are available for

09:09

them what informational technologies

09:11

like computers are available to them

09:13

how is our classroom environment

09:15

teaching our students certain things

09:17

if we have our students all sitting in

09:19

groups then it's a

09:21

social classroom environment and we're

09:22

encouraging them to talk to one another

09:24

and learn from one another

09:25

if they're in rows well maybe we're

09:27

encouraging them to learn directly from

09:29

the teacher and not talk to one another

09:31

so if we varied our classroom

09:33

environment so that the students

09:35

strengths or preferences can be

09:38

fostered then maybe we can help

09:40

differentiate our learning so you could

09:42

say for example okay students

09:44

we're in the library today for today's

09:45

session if you want to go

09:47

and you want to carry on on your own

09:50

inquired

09:51

there's some area over in the back there

09:53

that you can see there and you can

09:54

choose to sit there and

09:55

and work on this project quietly but if

09:57

you're more of a social learner

09:58

well we've got these group desks over

10:01

here and you can go over to the group

10:02

desk and you can talk to one another and

10:03

learn from one another

10:05

so each student has their own sort of

10:08

situation or environment where they can

10:10

learn

10:10

the best possible way so

10:13

let's have a look at some pros and cons

10:15

at the end here now that you know what

10:16

differentiation is we've had some

10:18

examples here are some of the things

10:19

that we say are positive so obviously

10:21

the first positive that i've already

10:22

mentioned is it is very student centered

10:24

it focuses on well what is the student's

10:26

needs and how can i as a teacher

10:28

meet that student's needs it also

10:30

strives for equity so

10:32

that all students have the the what

10:35

is what they need in order to succeed so

10:37

we're not giving everything

10:39

everyone the exact same thing instead

10:41

we're saying well

10:42

this student over here they might not

10:44

need much support for this lesson

10:45

because

10:46

they're doing really well but a student

10:47

over here needs a lot of extra support

10:49

so maybe

10:50

i'm going to make sure that i give that

10:51

student some extra books or some extra

10:54

or a different piece of content that

10:56

they can learn from

10:58

or a different way in which they can

11:00

learn so it strives to make sure that

11:02

all students get what they need to

11:03

succeed

11:05

it acknowledges difference in the

11:07

classroom it gives students

11:08

choice very commonly when we

11:10

differentiate our instruction missable

11:12

you can choose the way that you learn

11:14

best so long as that you're focused on

11:17

the learning

11:19

it can increase engagement you know if

11:22

instead of giving

11:23

content to students that they find very

11:24

boring oftentimes differentiation is

11:27

trying to find a backdoor into getting

11:29

students excited

11:30

about the content and then it inc

11:34

it is increasingly possible nowadays

11:35

with technology so

11:37

when we think about the cons of

11:38

differentiation and i'll show you this

11:40

on the next slide one of the biggest

11:41

cons is

11:43

what how can i differentiate instruction

11:44

for 30 students or 25 students in my

11:47

classroom

11:48

do i have to write a separate lesson

11:49

plan for every student it's very

11:51

difficult

11:52

to differentiate and make sure every

11:54

student's needs

11:55

are met for every single lesson nowadays

11:58

with technology that's becoming

12:00

increasingly

12:01

possible we've got things like

12:03

educational

12:05

software that students can use and they

12:06

can sort of

12:08

find their own way through like a like

12:10

when i was a kid we used to read those

12:11

goosebumps novels where you choose your

12:13

own adventure at the end of the novel

12:14

a lot of technologies nowadays have got

12:17

different differentiated instruction

12:19

built into them to help us as teachers

12:21

to differentiate

12:23

okay some cons of differentiated

12:24

instruction the first one is it is

12:26

incredibly time consuming and resource

12:28

intensity for us as

12:29

educators it takes a lot of our time

12:32

to change up the way in which we teach

12:34

things for different students

12:36

it often leads to dumbing down the

12:37

content and i've talked about this a

12:39

little bit before when we talked about

12:40

differentiating content

12:41

try not to dumb down the content but

12:43

rather develop

12:45

content that's unique for each student

12:47

but helps them to

12:49

eventually meet the same learning

12:50

outcome

12:52

it cannot be done for every student it's

12:54

just impossible to differentiate and i

12:56

think i've already made that clear it's

12:57

impossible to differentiate

12:58

all the time every single day we do our

13:00

best but it's just such a time consuming

13:02

thing

13:03

it's unrealistic in the context of

13:05

standardized

13:06

testing it is 100 unrealistic sometimes

13:10

when we're told well you need to have

13:11

all of your students by the age of eight

13:13

to sit this test and they have to know

13:16

do these exact quizzes and they'll have

13:19

to sit in the line and not talk to each

13:20

other when they do these exact quizzes

13:22

standardized testing and differentiated

13:24

instruction butt heads because we know

13:26

as educators

13:27

that different students might thrive in

13:30

different assessment environments and we

13:32

just can't differentiate assessment

13:33

we've got standardized tests

13:35

being sort of rammed down our throat by

13:37

administrators

13:39

learning styles concept is unproven i'll

13:41

do a video on this separately

13:43

if you like and subscribe you'll

13:44

probably be able to get a

13:46

announcement when it turns up or maybe

13:48

i've already released it by the time you

13:50

watch this and you can follow

13:51

you can go to my youtube channel and see

13:53

but learning styles as a concept

13:55

even though everyone loves to talk about

13:57

them and say oh you know my learning

13:58

style is i'm a visual learner or i'm a i

14:02

like to learn through reading or i like

14:03

to learn through physical activity or

14:05

social interaction

14:06

there are so many different ways we can

14:07

break up learning styles when

14:09

when it comes down to it a lot of that

14:11

research especially by cofield in in

14:13

scotland

14:15

it ends up being that well it's not

14:17

styles of learning but it's

14:19

preferences that we're talking about no

14:21

one is naturally inclined to learn in a

14:23

certain way

14:24

we just have certain preferences for

14:26

learning in certain ways and there's

14:27

difference between saying

14:29

i cannot learn through reading i can't

14:32

learn from reading

14:32

if we say no that's a preference you can

14:35

learn through reading

14:36

everyone can learn in every different

14:38

way you just have a preference for one

14:40

or the other it helps students to

14:41

understand that you know they they have

14:43

the capability and possibilities to

14:45

learn through many different methods

14:47

so they don't always have to watch a

14:49

video in order to learn

14:51

i hope that made sense but if it doesn't

14:53

make sense you can watch the full

14:54

learning styles video when it comes out

14:56

and the last one is students need to

14:58

learn need to

14:59

need to learn in all different ways so

15:03

if we differentiate our instruction we

15:04

say to students you're always going to

15:06

be

15:06

learning through watching a video

15:07

because you love watching videos and

15:09

that's the best way to get you engaged

15:10

in learning

15:11

well maybe their reading will become

15:15

worse and worse and worse and i'll fall

15:16

behind a lot more in their reading so

15:18

differentiating instruction by focusing

15:20

on students strengths

15:21

isn't necessarily always a good thing

15:23

because we also need to focus on our

15:25

weaknesses

15:26

and improve upon our weaknesses so as

15:28

teachers we need to be really aware of

15:29

that

15:29

when we're differentiating instruction

15:31

that when it comes down to it students

15:33

need a broad

15:34

ability to learn through very many

15:36

different methods

15:39

okay that brings us to the end of this

15:40

little lecture on differentiated

15:42

instruction i hope you found it useful

15:44

if you're a university student i hope

15:46

this can help you with your assignment

15:48

go to the blog post it's in the

15:49

description below you'll be able to find

15:51

a lot more information in that blog post

15:53

if you're a teacher i hope this has been

15:55

a good refresher for you

15:57

and good luck with your teaching in the

15:59

future

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