Designing Lessons With Differentiation in Mind

                                 Strategies, Student Interest and Readiness

By choosing instructional strategies that differentiate for and engage learners, students will be given choice and flexibility with how they learn in order to meet their individual learning needs (Learning A-Z, 2023). In my curriculum design process on kindergarten opinion writing, I began with the end learning goal in mind. Using the backwards design plan, it helped me to develop defined learning goals which in turn allowed my lesson to be built around purposeful learning activities (Bowen, 2017). When selecting appropriate activities for students to engage in I took into consideration the different learning styles; auditory, kinesthetic and visual. I chose the initial activity, Hand-Up-Pair-Up to get students moving and interacting with their classmates. During this time, students are instructed to use one of the opinion sentence starters to answer the following prompt, “What do you like to do at recess best?” Having students engage in this activity at the beginning of the lesson, allows them to hear their sentence orally and repeatedly before having to write it on their own. I selected a prompt that was of interest to the kindergarteners, since recess time seems to be the highlight of their school day. This instructional activity was used as a formative assessment, as it allows me to determine my student’s readiness to learn.

Assessment

To assess the student’s learning, they will be asked to write at least one sentence that aligns the pre-selected opinion prompt, “What do you like to do at recess best?”. However, taking all students individuals needs into consideration was imperative. Differentiating instruction allows all students to be given equal opportunities to keep pace with the learning goal (Learning A-Z, 2023). For the English Language Learners, they would be pulled into a small group setting and asked to orally recite their opinion by using the simple sentence frame, “I like ____ best” along with drawing a picture to match.  They would also be provided with visuals and a word bank of different recess equipment like a slide, the swings or the monkey bars. If needed, Google translate can be used as a support. The students with special needs will be given sentence starters on their writing paper if needed. The gifted learners are asked to expand their writing by providing 1-2 reasons that support their opinion. The lesson designed was developed with an abundance of scaffolding in mind. Students were given the opportunity to use sentence frames, visuals, word banks, illustrations and enrichment.

Figure 1. Opinion Writing in Kindergarten.

(Edge, 2017).

Technology

              Once students are finished publishing their opinion writing piece, they are asking to begin recording a Flip video. The Flip video is for students to share their writing to their classmates via technology. Students can read their opinion sentence and show their picture during their recorded Flip video. Doing this eliminates the stress of students being nervous to present but still gives them a chance to showcase their work. Flipgrid makes it easy and quick for students to share and celebrate other’s work, which can often be forgotten in the classroom when dealing with time constraints (Nieves, 2020). Differentiation isn’t always an easy task but taking the time to familiarize yourself with your students, their learning styles and interests can help to create motivation within the classroom.

Figure 2.

(Can Stock Photo, 2023).

References:

Bowen, R. (2017). Understanding by Design. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Can Stock Photo, 2023. Stickman Kids Recording Video Mobile Illustration. https://www.canstockphoto.com/stickman-kids-recording-video-mobile-70641337.html

Edge, N. (2015). The easiest most authentic ways to build opinion writing in kindergarten. Nellie edge kindergarten resources. https://nellieedge.com/writing/opinion-writing/

Learning A-Z. (2023). Differentiated Instruction. https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction

Nieves, K. (2020). 9 new ways to use flipgrid in the classroom. Edutopia. https://www.edutopia.org/article/9-new-ways-use-flipgrid-classroom

Learning Style Analysis

 

Figure 1. Learning Style Preferences Based on Given Survey

   Data analysis should be used to guide instruction in order to improve student learning by providing a snapshot of what students know; educators can use proper data interpretation to make informed decisions that could positively affect student achievement (Lewis, Madison-Harris, Muoneke & Times, n.d.). To effectively use data to drive instruction, educators must know how to interpret and use the specific data provided by assessments. While this process can be intimidating and daunting, it can also be incredibly insightful and beneficial by giving teachers a chance to get to know their students on a deeper level, dive into standard exploration and provide more opportunities for student success (Lynch, 2019). But where do we begin? Effective classroom instruction that is tailored towards students specific learning interests and needs should be of importance when designing lesson plans, implementing instruction, and developing assessments.  

Interconnection

It is important to understand and support how students navigate through their developmental pathways in their adolescent years. The cognitive, linguistic, social, emotional, and physical development pathways play a large role in growth and learning of our students. Cognitive pathways address how information is processed. Linguistic pathways are the way a child uses to communicate and express themselves while emotional pathways help children to respond to and manage their feelings. The physical pathway refers to a student’s brain development and encompasses motor and coordination skills. Being aware of each of these developmental pathways can allow for teachers to see how they interact and influence one another and how they affect instruction (Darling-Hammons, Orcutt & Cheung, 2019).  

Planning

            When planning for effective instruction, it is best to choose strategies from each of the learning style preferences in order to help your students learn quicker, retain content, and feel less frustrated (Stack, n.d.). By presenting content in a variety of ways, students will become more engaged, successful and even able to make connections within their own learning. There were three students observed for phoneme segmentation and surveyed for the learning style inventory; Student J and G were both visual learners and student T as a kinesthetic learner.  For my two visual learners, they rely on visual aids. To enhance their learning, incorporating a plethora of developmentally appropriate pictures based on words with three phonemes and Elkonin boxes would be highly engaging. My one kinesthetic learner would benefit from a hands-on opportunity, like being able to manipulate spoken sounds by using phoneme chips inside of Elkonin boxes. It is especially important to tie in different learning paths in the classroom setting to help give all students a chance to reach the end goal.  

Evaluate

            Taking the time to get to know your student’s strength, interests, and needs can help to positively influence your instruction by giving you a fuller picture of the whole child and can even improve students’ areas of weaknesses (DyslexiaHelp, n.d.). When using student strengths and interests to bridge over the strategies and skills obtained in their everyday life to content, students begin to make connections inside the classroom. Evaluating and identifying how your students learn best can help in instruction development.

Addressing Learning Styles

            Addressing all learning styles when developing and implementing assessments is not always an easy task. When providing students with multiple opportunities to practice and demonstrate their knowledge, they are more likely to achieve their learning outcomes (Brehm, n.d.). Some ways educators can achieve this is by creating authentic learning experiences. One example this could be done with the surveyed students is by having the students design their own Elkonin boxes and matching picture. Moving forward, formative assessments can be another great way to address all learning styles within the classroom. For example, white boards, digital exit tickets, and games. Creating experiences that go beyond the traditional classroom assessments can create an environment of students that are eager and motivated to learn.

 

References

Brehm, H. N., (n.d.). Designing assessments of student learning. The Ohio state university. https://teaching.resources.osu.edu/teaching-topics/designing-assessments-student

Darling-Hammons, L., Orcutt, S. & Cheung, M. (2019). Learning as we grow: Development and learning. Stanford University School of Education.  https://www.learner.org/wp-content/uploads/2019/02/The-Learning-Classroom_Development-and-Growth.pdf#:~:text=To%20understand%20and%20support%20the%20development%20and%20learning,children%20continually%20progress%20in%20each%20of%20these%20domains.

DyslexiaHelp. (n.d.). Students’ strengths and interests. http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests#:~:text=Here%20are%20some%20ways%20of%20involving%20your%20student,student%20or%20have%20him%20complete%20a%20questionnaire.%20

Lewis, D., Madison-Harris, R., Muoneke, A. & Times, C. (n.d.). Using Data to Guide Instruction and Improve Student Learning. SEDL. https://sedl.org/pubs/sedl-letter/v22n02/using-data.html#:~:text=Data%20analysis%20can%20provide%20a%20snapshot%20of%20what,make%20informed%20decisions%20that%20positively%20affect%20student%20outcomes.

Lynch, M. (2019). The ultimate guide to data collection in the classroom. The edvocate. https://www.theedadvocate.org/the-ultimate-guide-to-data-collection-in-the-classroom/

Stack, M. (n.d.). Teach with learning styles in mind. Musing with melie. https://musingwithmelie.com/education/teach-with-learning-styles-in-mind/#:~:text=Teach%20with%20Learning%20Styles%20in%20Mind%201%20The,the%20learning%20style%20preferences%20when%20you%20instruct.%20

Assessing Technology-Based Resources for Differentiation

Supporting our students through differentiated instruction while simultaneously enriching student learning styles can be an overwhelming task for educators. However, with each passing year, technology has continuously made differentiated instruction more effective and a whole lot easier. The search for authentic technology that can promote student learning and enhance individual needs can seem daunting, as there are a plethora of resources and tools available to teachers and students; but looking for technology that correlates with state standards, formative assessments and tiered learning levels on the same content can create powerful results within the classroom setting (Stern, 2015). Some examples of current and relevant technologies are Boom Cards, Moby Max and Nearpod. Each of these can be incorporated during workstation rotations or whole group independent work time.

                                                      Boom Cards

            Boom Cards are engaging and kid-friendly digital task cards that are easy to use and will track student progress while also providing students instant corrective feedback, as well as an opportunity for teachers to differentiate instruction and skills based on students’ individual needs (Boom Cards, 2023). To use Boom Learning, you will need internet access, a technology device and subscription to their application. While they do offer a free starter package, to effectively use this resource you will need to purchase as least the Essential subscription package yearly, as this allows you to work with 150 students for 25 dollars annually, rather than only 5 students like in the free starter pack. Once you purchase a subscription, you can either purchase pre-made task cards, create your own (this is also dependent on your subscription) or search among the free card library. Boom Cards are able to be assigned to students as a whole group or an individual student. These decks are placed in their assignment library and can completed in any order of their choosing. Boom Cards are a great resource to incorporate during independent work time in all subject areas and can be easily accessed for students of all ages through a web link, Google Classroom and Seesaw. Boom Cards can provide differentiation for all learners as each card deck offers different styles and formats; for example, multiple choice questions, audio, game-like features, draggable objects and even fill in the blank.

Moby Max

Moby Max is another educational technology that is geared towards closing learning gaps by identifying missing skills through diagnostic assessments and creating engaging lessons for students through the use of games and interactivity. In order to access Moby Max, districts, schools or students would need to purchase a license of $3,795 for a school/district or $5.49 per student; however, this resource addresses a great amount of student readiness by offering differentiation and tailoring personalized learning plans for each student in all subject areas and is easy to use for grades K-8. As student’s login to Moby Max each day, they are greeted with a daily comic, the opportunity to earn game time and upon assignment completion, they can earn badges and certificates, which ultimately focuses on highlighting their daily academic progress and motivation.

                                                           Nearpod

Nearpod takes differentiation to the next level by taking into consideration that education is not a one size fits all (Simpson, 2021). This digital platform allows teachers to use interactive lessons, tools, videos, games, activities and formative assessments to track student’s real-time insights in order to guide their teaching, address misconceptions, provide immediate feedback and to improve student achievement in all subject areas (Nearpod, 2023). Like Boom Cards and Moby Max, Nearpod is requires a paid subscription for use. This resource allows teachers to create or use premade lessons that are student-paced, giving students to chance to complete lessons at their own speed while even providing students differentiated lessons dependent on their on their learning needs. Assessments through Nearpod provide instant feedback in order to guide instruction and even offer students a chance to access their reports in hopes to hold them accountable for their learning.

                                                  Student Ownership

Boom Cards and Moby Max can create a huge sense of ownership and promote learning among any group of students. With both of these technologies, students are given the opportunity to track their data and academic growth through the use of immediate corrective feedback. By giving students a chance to become academically aware and track their growth, they are more likely to become intrinsically motivated and invested in their education.  

References

Boom Cards. (2023). Faster learning, better tools. https://wow.boomlearning.com/

Nearpod. (2023). However you teach, it’s in nearpod. https://nearpod.com/

Simpson, A. (2021). How to use tech to differentiate for students. Nearpodblog. https://nearpod.com/blog/how-to-use-tech-to-differentiate-for-students/#:~:text=How%20to%20use%20tech%20to%20differentiate%20for%20students,...%205%20Multiple%20responses%20for%20all%20Learners%20

Stern, J. (2015). Enhancing learning through differentiated technology. Edutopia. https://www.edutopia.org/blog/enhanced-learning-through-differentiated-technology-julie-stern#:~:text=Here%20are%20three%20educational%20technologies%20that%20enhance%20DI,of%20the%20specific%20student.%20...%203%203.%20EDpuzzle