Discussion--Differentiation through Technology


 References

Roblyer, M. D., & Hughes, J. E. (2019).  Integrating educational technology into teaching:  Transforming learning across disciplines (8th ed.).  Person Education.  

Davis, T. C., & Autin, N. P. (2020).  The cognitive trio:  Backward design, formative assessment, and differentiated instruction.  Research issues in contemporary education (5)2, 55-70.  

Transcript:

Roblyer & Hughes (2019) explain that we are currently within the personal, adaptive learning era of education, and as such, differentiation to match learners’ needs and interests is imperative.              

Teachers can work towards balancing the demands of standard based curriculum while still catering to the needs of individual learners, in part by considering backward design.  The standards serve as end points within units and working backwards from these points can help teachers design meaningful learning activities to help all students achieve them.  Individual learner differences can be determined through formative assessments along the way, and teachers can use the data gained from these assessments to make decisions regarding how to differentiate instruction to best meet the needs of all students.   The integration of these three elements: backward design, formative assessment, and differentiated instruction form what Davis & Autin (2020) refer to as the “cognitive trio,” and can help teachers meet the needs of all learners while ensuring that standards drive the curriculum.   

Technology can be the bridge to help teachers comply with both the demands of standards-based curriculum, and the need to cater learning to the individual needs of each student.  Right now, I enjoy using Google Classroom or Schoology which allow me to post step-by-step instructions with tutorials and videos to accompany the lesson, giving me the opportunity to work with individual students.  I am looking forward to incorporating more technology specifically in my use of formative assessments into my teaching both in administering the assessments and documenting students’ strengths and areas for growth as well.   


Comments

  1. Lori BakerJanuary 23, 2022 at 2:40 PM

    Hi Kim,

    Great Post! Learned something, so yeah…. :)

    I design my elearning in a backward design, but it appears to be a bit different than what I have learning about how teachers do it. Which I think is not really that different, but perhaps the verbiage or terminology used is different??

    I use ADDIE to design the instructional content - Analyze, Design, Develop, Implement, Evaluate - pretty standard ISD method. But we start with the goal of what is to be learned. Then I move to the ADDIE phase.

    During the Analysis phase (I analyze my audience/students) on what they already know, what they need to know, etc., - this allows me to break down the Topics and develop objectives, which are measurable. SO each topic will have a set of objectives, and all of the objectives will result in the goal being accomplished.

    According to Backward design: The basics (2020), it stated that one should Plan the assessment first, then plan only lessons that contribute to the students success on that assessment. - It's almost like giving the answer before the test… maybe I am wrong. Would like to hear back from someone who uses this method so I could learn more about it.

    Reference
    Backward design: The basics. Cult of Pedagogy. (2020). Retrieved from https://www.cultofpedagogy.com/backward-design-basics/

    ReplyDelete

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