Findings – Through the use of technology, teacher can assign different activities to students on various levels in their classroom. This includes education videos and games. By teaching students in leveled groups, teachers are able to work on specific skills that students are struggling with or teach new skills to students who have mastered the current skills. Through the implementation of differentiated centers, students are given time to master specific skills at their own pace. 

APA Citation – White , J. (n.d.). 4 Proven strategies for differentiating instruction. Retrieved December 08, 2017, from https://www.scholastic.com/teachers/articles/teaching-content/4-proven-strategies-differentiating-instruction/

Abstract – As the ever evolving world of technology continues to change, teachers have come to realize that to truly personalize learning, they must take advantage of the use of technology. Using technology, teachers are able to tailor learning to each students learning preferences and interests, while allowing students to work at the most appropriate pace for their learning. Personalized learning through the use of technology allows for more flexible learning times, redefined teacher roles, project-based learning opportunities, and student driven curriculum, all while students work toward mastery at their own pace. 

 

Findings – In the article, Wolf dissected findings from school systems who used technology to implement more personalized learning. Using personalized instruction, students were able to master skills on their own level. Struggling students had access to different activities for addition practice and students who quickly grasped concepts were able to advance to new skills whenever mastery was achieved. The use of technology also allowed students to extend learning beyond the school day. 

 

APA Citation – Wolf , M. (n.d.). Technology enables true differentiation. Retrieved December 08, 2017, from http://www.educationworld.com/a_tech/technology-enables-true-differentiation.shtml

 

Findings –1.) Give middle-of-the-pack learners freedom by giving them the opportunity to watch instruction videos online while others are working in small groups or independently. 2.) Turn students into teachers with presentation tools. Higher-level students can use presentation websites to create projects to can “teach” other students how to complete a skill or task. 3.) Encourage collaboration with Google Docs and Prezi. These websites allow students to work on one document simultaneously so they work collaboratively. 4.) Use learning games to engage students outside of small groups. Using these games, helps keep students engaged on an appropriate task while the teacher is able to work with other students. 5.) Record peer tutoring sessions to review later. Using recording devices, students can record thoughts and ideas and the teacher can then use these videos for assessments or information for re-teaching. 6.) Use student-made video tutorials. Using student-made video, “expert” students are able to share their understanding with other students and then the videos can be used for reviewing skills. 7.) Provide students with differentiated project options. Providing students with choice gives them more control over their work and increases student interest. 8.) Make assignment resources available all year long by allowing students to work at their own pace. 9.) Encourage passion-based learning. Giving students more time to explore what they are passionate about encourages student learning and increases motivation. 10.) Encourage sharing ideas through collaboration. 

 

APA Citation – Raki, H. (2016, September 18). 10 Ways to differentiate instruction with technology. Retrieved December 08, 2017, from http://blog.whooosreading.org/10-ways-to-differentiate-instruction-with-technology/

 

Findings – According to Doubet and Carbaugh, in order to be able to successfully implement differentiated learning using mobile technologies, teachers must first establish a community of trust among students both online and face-to-face. Without this level of trust, students will feel uncomfortable sharing and collaborating with one another. Teachers must also continuously use formative assessments to monitor student progress. They must use technology in a proactive and responsive manner. This means pairing students in groups based on needs and interests.  

 

APA Citation – Doubet, K. J., & Carbaugh, E. M. (2015). Differentiating Instruction using mobile technology tools. ASCD Express,10(17). Retrieved December 9, 2017 from http://www.ascd.org/ascd-express/vol10/1017-carbaugh.aspx

 

 

 

Findings – According to research, homogeneous groupings only benefit high-achieving students while struggling students do worse when separated from their higher-achieving peers. In order for differentiation to be successful, it must be engaging. Students benefit not only academically from being engaged in the classroom, but they also benefit socially. When students are engaged with one another in discussion and questioning, students are able to bring new ideas to the class discussions based on their own background knowledge and experiences. Because differentiation is about meeting students at their own learning levels, small groups needs to remain fluid allowing students to move to new groups when they have made new learning gains. 

 

 

APA Citation – Muthler, S. (05, February 5). Differentiation isn’t perfect — but it can work. Retrieved December 08, 2017, from http://www.edudemic.com/differentiation-can-work/

 

Findings – Alber explains three primary examples of how to create equal education in your classroom. First, you must start with the student. Before you can begin differentiation, you must get to know your students background, interest, home life, and learning styles. Next, teachers must adjust assignments to meet the needs of your students. By adjusting assignments to meet student’s needs, you are challenging them on their specific level. This ensures that teachers are able to get a more appropriate assessment of their learning. Finally, you must provide fairness. Teachers could have many students in their classrooms who struggle on different levels. By providing them with accommodations like extra time, sentence stems, or leveled texts, it ensures student success and allows them to continue to make gains in their learning. 

 

 

APA Citation – Alber, R. (2010, April 13). Defining differentiated instruction. Retrieved December 08, 2017, from https://www.edutopia.org/blog/differentiated-instruction-definition-strategies-alber

 

Findings – Morgan describes differentiated instruction as the way of recognizing and teaching according to a student’s specific talents and learning styles. Differentiated learning is designed to meet the needs of students while emphasizing student responsibility, flexible grouping, and student choice. By catering to multiple learning styles, teachers are giving students more opportunities to be successful. Along with catering to multiple learning styles, teachers must also provide scaffolding for students who are having a difficult time understanding content. Without these scaffolds, students become frustrated and withdraw from learning. By emphasizing student interest and choice, students will be more engagement and be more likely to benefit academically. 

 

APA Citation – Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House,87, 34-38. Retrieved December 08, 2017, from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=1&sid=d92fad04-7b7c-4c85-97ac-4ab62952f340%40sessionmgr4006

 

Findings – The three most common misconceptions about differentiation is that it is a “fad” that will soon fade away, it means making a separate lesson plan for all students, and it is not worth the effort. Differentiation is not a new educational strategy. It has been used since one-room schoolhouses by teachers to meet the needs of all classroom learners. Since then, teacher have been using student interest, learning preferences, and background knowledge to engage, motivate, and teach students on different achievement levels. Differentiation doesn’t require a different lesson plan for all students because most of the students can be separated into 3-to-4 manageable groupings. Any students who do not fit into these groups will benefit from both small group and one-on-one instruction. Along with grouping similar students for direct instruction based on student need, students also benefit from cooperative learning opportunities, center opportunities, and individualized tech-based instruction. Most teachers would highly disagree with the misconception that differentiation isn’t worth the effort. Although it can be hard work, most teachers would agree that differentiation is the basis of teaching because it allows all students to become successful. 

 

APA Citation – Birnie, B. F. (2015). Making the case for differentiation. The Clearing House,88, 62-65. Retrieved December 08, 2017, from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=9&sid=f9e8a95d-5702-4d6f-b1a3-1ca944cd83d2%40sessionmgr4007