Train-the-Trainer Manual

Amanda Strusienski
CUR/518
Todd Burke
8/29/16
Contents
Objective 1

What is Differentiated Instruction? 2

Differentiated Strategies 3

Examples of Differentiated Instruction 4

Activities for Differentiated Instruction 5

References 6
Manual Objective

The purpose of this train-the-trainer manual is to provide incoming instructional

designers with a resource on how to incorporate differentiated instruction into their
curriculum development.

This resource will:

Assist designers in understanding what differentiated instruction is.

Offer strategies for differentiated instruction.

Give activities on how to provide differentiated instruction.

What is Differentiated Instruction?
Differentiated instruction can be looked at as an instructors response to learner
differences by adapting curriculum and instruction (Teal, 2010).

The best way to format or prepare for differentiated instruction is using the below
processes. Each one of these process can assist in developing content for adult
learners and address the learners individual learning needs (Teal, 2010).

Content
Process
Product
Interest
Profile
Readiness

Differentiated instruction is meant to reach each learners unique learning style. As

instructional designers it is important to keep this concept in mind while
developing curriculum and activities. When creating content for diverse adult
learners having a varied approach for how that content can be presented or
assessed will assist the faculty/trainer and ensure students receive the best
instruction possible.
Differentiated Strategies
In order to incorporate differentiated instruction into the curriculum being
developed it is import to include strategies that faculty/trainers can implement in
order to address a diverse group of learners.

Break students into small groups based on learner needs or abilities

Problem based learning activities (can be individual or groups)
Peer-to-peer mentoring
Assigning tiered activities-this would allow students to work with same
content but on different skill levels
Using entry points (Gardner, 1994) so that learners can explore a topic
through as many as five avenues: narrative, logical-quantitative,
foundational, aesthetic, and experiential. (NCSALL, 2005.)
Differentiated Instruction Scenarios
When instructing a classroom of diverse adult learners it is important to be flexible
and prepared to alter the instruction. As curriculum is developed keep some of the
following scenarios in mind so faculty/trainers will have options on how to
differentiate instruction.

Learners with varying levels of education (some have primary and some
have higher education backgrounds.)
Different cultures- this can be tricky in how to present content as some
content may be deemed offensive to certain cultures.
Diverse gender and age ranges. Age ranges in particular can pose an issue
for facilitators depending on the comfort level of students. Example, if the
content is to work with a new technology how will instructor respond to
students that are not comfortable with new technology, while also having
students that embrace new technology.
Language differences. This issue is not just for someone that cannot speak
the language being taught, but also for individuals that may understand the
language but not idioms, slang, etc.

In all the above scenarios the designer must make options available for
facilitators and students so instruction can be presented and students can walk
away understanding the content.
Activities for Differentiated Instruction
When developing curriculum one of the main objectives is to create activities that
enforces the content and assesses student learning. Allowing for differentiated
instruction within these activities not only makes it easier for faculty/trainers, but
offers a variety of options for students so they can learn in the best way for them.

Some ways to do this are below:

A student centered teaching format. Allow time to ask students how they
understand and assess their content knowledge.
Small group activities. Can group students of similar learning styles or
differing ones together. So they can feel comfortable in how they learn along
with being challenged to learn new things with a different perspective.
Different types of activities. Example, some lecture, some collaborative, and
some kinesthetic and visual. This will touch upon the different types of
learners. That way students should understand content in one manner or
another.

If these skills are considered during the curriculum development process it will
enable content to be presented that touches all learners and allows for differentiate
instruction.
References

NCSALL. (2005). Retrieved from http://www.ncsall.net/index.html@id=736.html

TEAL. (2010). Retrieved from https://teal.ed.gov/sites/default/files/Fact-

Sheets/5_TEAL_Differentiated_Instruct.pdf