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Differentiated Instruction and Assessment

By: Constance Dandridge Grand Canyon University EDU 551 May 1, 2024

Differentiated instruction is an instructional method that customizes teaching to meet the diverse learning needs of all students, while maintaining a common learning objective for the entire class (Tucker, 2020).

Differentiated Instruction

We often believe that differentiation requires certain elements, but in reality, it only needs one thing: a strong emphasis on meeting students' academic and social-emotional needs (Westman, 2021).

How to Differentiate Instruction

Empowering Choice

Variety of materials

Learning by Doing

Tech-Powered Learning

collaboration

Assessments in Differentiated Instruction

Assessments play a crucial role in differentiation. By using a variety of formal and informal assessments, we gain valuable insights into student strengths and weaknesses, allowing us to modify instruction as needed (Miller, 2023) .

Summative Assessments: Measure student mastery of learning objectives at the end of a unit (e.g., projects, presentations, essays with differentiated prompts.

Formative Assessments: Monitor progress and adjust instruction based on student understanding (e.g., exit tickets, observations, thumbs up/down cues).

Assessments in Differentiated Instruction

Differentiated assessment methods can boost student learning as they utilize their existing knowledge to explore, build, integrate new concepts, understanding, and skills. (Zameer, 2024) .

Peer Assessments: Evaluation of student work by peers based on predetermined criteria. Examples include peer editing of essays, group presentations, and peer review of projects.

Performance Assessments: Assessment tasks that require students to demonstrate their skills and knowledge through real-world applications or performances.

Learning styles are a unique method of gaining knowledge, abilities, or perspectives through study. Understanding students' learning styles can assist teachers in recognizing and addressing their learning difficulties. This fosters more effective learning among students, enabling teachers to select educational materials that align with their preferred learning styles (Lincă, 2024).

Learning styles inventory

Funds of Knowledge refer to sets of knowledge rooted in cultural traditions present in families' everyday lives, work experiences, and routines. It encompasses the knowledge and skills that students and their family members possess due to their roles within their families, communities, and cultural backgrounds (McDonald, 2023).

Funds of Knowledge

Funds of Knowledge opposes a negative perspective that assumes economically disadvantaged and culturally diverse families lack the ability to provide enriching learning experiences for their children at home. Instead, educators acknowledge and appreciate the expertise within families. This approach facilitates the collaborative creation of knowledge between home and school environments (Global Family research, 2019).

Examples of Funds Of Knowledge

Personal and Family Experiences

Community Experiences

Cultural Norms

When choosing educational tech for different teaching styles, you must check if it matches standards, has tools for checking progress, and offers content at different skill levels.Here are two examples of technological tools/resources that teachers can use:

Using technology to differentiate instruction

Teachers can leverage technology to differentiate instruction by personalizing learning experiences to meet the diverse needs of their students (Stern, 2015).

References

• Tucker, G. (2020). What is differentiated instruction?. Understood. https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know
• Lincă, F. I., & Matei, F. L. (2024). Learning Styles and Academic Performance among Students. Revista Academiei Fortelor Terestre, 29(1), 63–68. https://doi-org.lopes.idm.oclc.org/10.2478/raft-2024-0006
• Miller, L. (2023). Student Assessment Data: 5 Ways to Use Assessment Data. Education Advanced, inc.. https://educationadvanced.com/resources/blog/student-assessment-data-5-ways-to-use-assessment-data/
• McDonald, A. (2023). How to use funds of knowledge in your classroom and create better connections. No Time For Flash Cards. https://www.notimeforflashcards.com/2018/02/funds-of-knowledge.html
• Stern, J. (2015). Enhancing learning through differentiated technology. Edutopia. https://www.edutopia.org/blog/enhanced-learning-through-differentiated-technology-julie-stern
• Edwards, L. (2023). What is nearpod and how does it work? best tips and tricks. TechLearningMagazine. https://www.techlearning.com/how-to/what-is-nearpod-and-how-does-it-work
• Zameer, W. (2024). Differentiated assessments. LinkedIn. https://www.linkedin.com/pulse/differentiated-assessments-wajeeha-zameer-6oq4f
• Westman, L. (2021). What differentiated instruction really means. ASCD. https://www.ascd.org/el/articles/what-differentiated-instruction-really-means
• Global Family Research. (2019). Funds of knowledge. Medium. https://medium.com/familyengagementplaybook/gfrp-funds-of-knowledge-4d193579c60f

• Content: Decide what students need to learn and pick the best stuff to teach them.
• Process: Plan activities that help students understand what they're learning.
• Projects: Providing opportunities for students to demonstrate their understanding and knowledge.
• Learning environment: Make the classroom a nice place to learn where everyone is comfortable.

Four areas where teachers can differentiate instruction:

During the lesson, Student C (Strong Visual learner) was provided with a graphic organizer wich included sections for students to identify key visuals, colors, symbols, and text within the posters.

Student C (visual learner)

During the lesson, I Embed short videos within the Nearpod slides that focus on propaganda posters during the Cold war. These videos gave visual and a deep description of propaganda posters and th eimpact it had on society.

Student B (Auditory learner)

Students E was able to sketch or illustrate their own Cold War propaganda posters. This allowed them to express their understanding through a more active and hands-on approach

Student E (Kinesthetic Learner)

During the lesson, student A was able to create their own propaganda poster. They viewed various examples throughout the lesson and was then able to create their own which helped them undestand the lesson more.

Student A (Hands-on learner)

Durign the lesson, Student D worked well individually. They were able to focus on their assignment but was also able to engage well in the "Draw it" activity and mini quizzes that were embedded in the nearpod program, which helped them understand the material a lot more.

Student D (Solitary learner/Kinesthetic)