Differentiation

“Differentiated instruction is when “students can be in groups based on skills, interests, readiness, or by choice, there is a ‘purposeful use of flexible grouping’ while keeping the lesson's goals in mind, and teachers are ‘teaching up’ and holding students to high standards” (Stern, 2015). It has been widely known in education that “differentiated instruction” is the key to helping “teachers face the task of helping students stay engaged, show growth, and master the curriculum” (Stern, 2015). According to the “January 2011 International Congress for School Effectiveness and Improvement” some research stated that “no other factor contributed to the change in student's achievement further than the intervention of DI” (Stern, 2015).

Differentiation through technology with websites “that enhance DI in the classroom” are known as websites through these links such as, “1. SAS Curriculum Pathways, 2. Newsela, and 3. EDpuzzle” (Stern, 2015). As educators we need to allow students “the opportunity to learn from where they are and not where the textbook or curriculum says they need to be” and that “differentiated instruction will allow students to feel successful and empower them to become lifelong learners” (Stern, 2015). By identifying these technology-based assessments that are suitable to collect data based on student interest and learning styles the ISTE-C 2.e standard is being met. By adjusting instructional planning for the unique needs of students, as reflected on technology-based assessment data the ISTE-C 2.b and 2.e standards are being met.

Technology-Based Assessments

One technology-based assessment suitable for collecting data on student interests and learning styles and that follows the principles of Universal Design for Learning can be found from the http://www.educationplanner.org/ website at the What’s Your Learning Style 20 Questions link. The data collected from this assessment can help in adjusting instructional planning throughout the school year by knowing first-hand what student’s learning styles are of either “auditory, visual, or tactile” (Education Planner, n.d.). The data collected from this assessment can also help in adjusting teams for projects by knowing first-hand what student’s learning styles are of either “auditory, visual, or tactile” (Education Planner, n.d.). Teachers can gain instant results on their 21st century learners within approximately five minutes of their students taking the “What's Your Learning Style” from the 20 multiple choice questions and they will gain a better understanding of how their students learn. These 20 questions are very simple questions and geared for the elementary level and beyond. The results are fascinating with a percentages breakdown of auditory, visual, and tactile learning styles that are listed for individuals after they complete this online assessment.

According to Howard Gardner regarding multiple intelligences “all human beings possess all nine intelligences in varying amounts, each person has a different intellectual composition, and that we can improve education by addressing the multiple intelligences of our students” ("Concept to Classroom: Tapping into Multiple Intelligences - Implementation," 2004). The “nine intelligences” that Gardner believes that “all human beings have multiple intelligences,” which include “1. Verbal-Linguistic Intelligence, 2. Mathematical-Logical Intelligence, 3. Musical Intelligence, 4. Visual-Spatial Intelligence, 5. Bodily-Kinesthetic Intelligence, 6. Interpersonal Intelligence, 7. Intrapersonal Intelligence, 8. Naturalist Intelligence, and 9. Existential Intelligence” ("Concept to Classroom: Tapping into Multiple Intelligences - Implementation," 2004). Gardner goes on to state that “these multiple intelligences can be nurtured and strengthened, or ignored and weakened” ("Concept to Classroom: Tapping into Multiple Intelligences - Implementation," 2004). As educators we are given the privilege to help to empower our students and strengthen their multiple intelligences with the many 21st century classroom tools at our fingertips with technology.

There is a short Multiple Intelligences Self-Inventory test that can be found through the link listed and takes “approximately five minutes to complete” ("Concept to Classroom: Tapping into Multiple Intelligences - Implementation," 2004). As teachers one can easily change activities for students after they take this short test so that projects or activities can be adjusted to put students into teams that are more suitable to complement each other’s multiple intelligences. By selecting a variety of assessment activities that promote creativity, higher-order thinking skills and processes, and mental habits of mind the ISTE-C 2.d standard is being met.

Summary

Upon reflection differentiation with technology will help with the planning and engagement for unique needs of students by appealing to the preferred learning styles of each important student. This luxury with technology at our fingertips is something that I believe every educator should be attempting to integrate for our 21st century learners who will have many future advantages in life if we choose to incorporate differentiation into their daily lives at school. I could compile data on students’ interests and learning styles to achieve the best learning environment by surveying students using Survey Monkey at https://www.surveymonkey.com/ or Google Forms at https://www.google.com/forms/about/ as an educator, so that I can find out prior to lessons, activities, or projects how to best teach and appeal to each students specific learning style and interests. I will use these findings in my future professional practice by integrating and incorporating the surveys, tests, and assessments to better understand how each of my unique student’s views learning from their preferred method, and utilize the results to appeal to their unique needs by adjusting my lessons, activities, and projects accordingly.

International Society for Technology in Education Standards Being Met:

Empowered Learner - ISTE-S Standard 1.c: “Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways” (ISTE, 2016).

Teaching, Learning and Assessments - ISTE-C Standard 2.b: “Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students” (ISTE, 2011).

Teaching, Learning and Assessments - ISTE-C Standard 2.d: “Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation)” (ISTE, 2011).

Teaching, Learning and Assessments - ISTE-C Standard 2.e: “Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals” (ISTE, 2011).