Running head: DIFFERENTIATED INSTRUCTION

Differentiated Instruction Lorraine Blalock Chavies AET 525 April 14, 2014 Dr. Charles Crissey

DIFFERENTIATED INSTRUCTION Differentiated Instruction Introduction Times are changing in the educational and instructional delivery to adult learners. The educator who stands before a class of learners, giving lectures about course content, is considered an outdated approach to facilitating learning for a diverse group of students. From community colleges to the most prestigious private colleges or universities, all traditional, distance, and on-line campuses are encouraged to meet curriculum requirements using a pedagogical framework. To better accommodate the different learning styles of adult learners within the classroom, training, workshop, or seminar, educators and facilitators rely on differentiated instruction to help adult learners successfully complete the curriculum goals. According to

Willoughby (2005), differentiated instruction can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom (para. 3). The goal of this paper is to review a Ready Now Regional Collaboration: Technology, Information and Solutions Seminar agenda, provide two modifications for four differentiated instruction methods and discuss the influences on adult learner engagement. Differentiating the content to be learned Since this is a seminar agenda, it is likely that the adult learners will have some previous knowledge of the topic prior to attending. The title of the seminar includes two words, collaboration and solutions. Registration and breakfast would be a good time for adult learners to communicate with each other. The facilitator could provide several questions (depending on the size of the group) so that adult learners can begin collaborating and focusing on possible solutions. Adult learners can submit at least one solution on 3x5 cards or Twitter that have been

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helpful or could be helpful, from the perspective of their regional experiences. Adult learners are involved at the very beginning. They are able to share experiences and solutions among their peers that may not be heard by a broader group given the time allotted for the seminar. Varying or altering the instructional strategies to teach required content Most seminars are facilitator-centered. This means that all eyes and ears are on the facilitator. Usually some sort of medium is used in the presentation, such as PowerPoint, videos, etc. This 3 hour seminar does not give the presenters ample time to get to know the adult learners individually. The seminar coordinating team can assign adult learners to groups based on information submitted during the registration process. Groups can be set up to intentionally include adult learners from different areas within the region, over and under five years experience, and law enforcement and civilian personnel. Adult learners are engaged in communicating with colleagues with different cultural backgrounds and experiences. This allows adult learners to see course content from different the perspectives that are shared. Seminar materials can be accessed in print, on-line in video, mp3, and Html formats. During the break and at the end of the seminar, adult learners can view large charts, graphics, and looping videos strategically placed in areas for independent viewing based on their personal interests. Adult learners can view materials at their own pace and as often as time permits.

Varying the end product used to demonstrate mastery of the required content There are five facilitator presentations that range from fifteen to forty-five minutes. Facilitators have the option of asking open-ended questions at the end of their presentation to assess adult learners ability to understand and apply the seminar content. Machado (2011), explains the purpose open-ended questions as: Authentic assessment methods assess, among other things, students' abilities to use higher-order thinking skills to express content knowledge. Open-ended questioning

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is a form of authentic assessment, and allows students to use higher-order thinking skills through a variety of content areas. By their nature, open-ended questions assess writing, conceptual understanding, and thinking skills - especially students' abilities to analyze, to evaluate, and to solve problems (para. 1). Adult learners with lower order thinking skills can successfully respond to questions that ask How would you identify ___________? How would you change _________? (Machado, 2011, para. 4). To make the assessment inclusive of all represented adult learners, questions that require higher order thinking skills would include questions similar to Discuss the pros and cons of ___________? What alternatives would you suggest for __________? (Machado, 2011, para. 6). Adult learners can also voluntarily ask questions and/or share experiences regarding effective crisis and event management. This presents an opportunity for adult learners to learn from each other about best practices that were successfully executed and theories that require additional analysis and collaboration. Varying or alter the environment to accommodate varied learning styles Most of the previously discussed differentiated instruction focused on visual and audio learning styles. The learning environment for the seminar can also address the needs of the tactile learner. For instance, having actual computers, laptops and other devices setup for the adult learners to use software and applications that address customer security needs. This could be a combination of effective products already in use and prototypes in developmental stages. Collaborative efforts are based on learning activities that have real-time outcomes. This is particularly important because it offers immediate feedback in a learning environment that has multiple facilitators with diverse backgrounds, roles, and responsibilities as it relates homeland security, crisis and event management, and public safety.

DIFFERENTIATED INSTRUCTION The use of graphic organizers in digital format or as handouts offer an alternative to lengthy and boring materials that will be skimmed over, if perused at all. Links to various

sources can be included in the graphic organizer so that adult learners can access at their leisure independently and with organically formed groups outside of the seminar. Conclusion Adult learners are diverse and this reality can present challenges for those educators and facilitators who have not embraced that changing dynamics of education delivery. This can be a daunting task especially for those who master content but have no training in differentiated instruction. When a facilitator desires and makes an effort to have learning environments that are student-focused, the atmospheres are neither intimidating nor uninviting. When adult learners make to the decision to attend college, trainings, workshops, or seminars, they want to consider it a good investment of their time, money, and resources for professional and personal development. Carol Tomlinsons website states that the idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums (2013). I would like to see this modeled more efficiently in trainings, workshops, and seminars that meet for considerably less times than the average college course. Many facilitators are met with the temptation to disregard the needs of the diverse learners in lieu of having all the attention on themselves as the expert. A willingness to evolve from a cookie cutter style to differentiated instruction can open a gateway to learning that many adult learners are longing to experience.

DIFFERENTIATED INSTRUCTION References:

Machado, J. (2011). Open-ended questioning with Blooms. Retrieved from http://web.tech4learning.com/blog-0/bid/63958/Open-Ended-Questioning-with-Bloom-s Tomlinson, C. (2013). Fulfilling the promise of differentiation: Responding to the needs of all learners. Retrieved from http://www.caroltomlinson.com/ Willoughby, J. (2005). Differentiating instruction: Meeting students where they are. Retrieved from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml Xyooj, T. (2014). Agenda ready now seminar. Retrieved from http://www.scribd.com/doc/77920817/Agenda-Ready-Now-Seminar

SEMINAR AGENDA
8:30 9:00 a.m. 9:00 9:15 a.m. Registration and Breakfast Welcome and Introductions Bill Kellett, Microsoft Homeland Security, Justice and Public Safety representative Challenges and Opportunities within the UASI Region UASI Region member, TBD An Operators Perspective: The Need for Collaboration and Information Sharing for Effective Decision Making Joe Rozek, Microsoft Homeland Security Executive Director, Former Special Assistant to the President and Senior Director for Domestic Counterterrorism, White House Homeland Security Council Real World Solutions, Ready Now Customer Videos Jacksonville, FL customer case study Tampa, FL customer case study Break Case Studies for Effective Crisis/Event Management Rob Wolf, President and CEO, Convergence, creator of ESPONDER Building a Culture of Preparedness: Next Steps for the Region Bill Kellett, Microsoft Homeland Security, Justice and Public Safety representative UASI Region member, TBD

9:15 9:45 a.m.

9:45 10:15 a.m.

10:15 10:30 a.m.

10:30 10:50 a.m. 10:50 11:35 a.m. 11:35 12:00 p.m.

Agenda is subject to change