Differentiating Intruction among Adult Learners

HOME

Objectives

In this section, you will...

1. Define "differentiation."
2. List ways to differentiate instruction among adult learners
3. Add differentiated activities to a basic instructional activity.

Introduction

What does "differentiation" mean? Start by reflecting on the term "different." How does "different" apply to our learners? We know that they are the same in many ways. How might they be different? Consider the list below and add to it as you reflect on the term.

• They may learn differently.
• They may have different perceptions about their world.
• They may process information differently and perform at different levels.
• They may are physically different, and some have special needs.
• They may come from different social and cultural environments.
• They may have different senses of humor.
• Their may goals and interests are different.
• They may have different abilities and self concepts.

What can you add to that list? Dialogue with a colleague about differences.

When instructors hear the word "differentiation," some cringe. "Oh, no! I don't have time to develop activities for every single student in my course! Forget it!"

So here's the good news. Differentiation is NOT individualization. Instead, think of it as the process of appealing to different learners. Think of differentiation as spicing up the offer! When you add seasoning to a dish, you don't serve each item separately but add it to the whole dish to have it appeal to more people.

Another way to think of differentiation is to consider it the process of adding variety to instruction. The more variety, the more possibility of appealing to different learners.

Keep in mind that differentiation doesn't happen overnight. Instructors differentiate as they observe students and adapt instruction to engage those that appear to be disconnected or to support those who would benefit from even more incentives.

Ways to Differ

How do we differentiate? Let us count the ways.

1. Introduce the lesson from different perspectives.
2. Present concepts differently and at different levels.
3. Relate concepts to different interests.
4. Provide individualized, paired, and group activities.
5. Address as many "intelligences" (Gardner) as possible.
6. Assess and grade performance in different ways.
7. Access technology and online learning resources.
8. Consider the needs of the learning disabled or adults with other needs (physical disabilities, second language students, students with limited academic abilities, students with low attendance, or other).

Let's take each of these and practice differentiating a learning plan.

Practice

A. Consider that you are teaching each of the following topics among your adult learners and differentiate using the approach requested. Post your responses in this session's forum, "Differentiation Practice." After discussing your work, edit it to better address the activity and submit it to your facilitator.

1. Topic: Measure drug doses using the English and metric systems. Vary how you introduce the lesson.
2. Topic: Write a short resume to apply for a hospital job. Vary your presentation to have students complete the process. List different ways to present the instructions to students.
3. Topic: Research information on a topic and create a bibliography following instructions. Relate concepts to different interests.
4. Topic: Measure and record the blood pressure of five people and create a graph showing the results. Provide individualized, paired, and group activities.
5. Topic: Solve ten medical ratio word problems. Address as many "intelligences" (Gardner) as possible.
6. Topic: Develop a week's menu for a diabetic patient. Assess and grade performance in different ways.
7. Topic: Create one or more charts showing normal human growth patterns from birth to adulthood. Access technology and online learning resources.
8. Topic: Any of the above. Address the needs of the learning disabled or adults with other needs (physical disabilities, second language students, students with limited academic abilities, students with low attendance, or other).

B. Select a plan that you currently use to instruct adults in your program. List ways in which you differentiate or will differentiate instruction among your learners. Submit your work to your facilitator.

Additional Resources

1. https://cross-examinations/1/course/indexers?category id=18 - This is a well-developed, short LINCS course on Differentiated Instruction among adults. Since you are now a LINCS member, just get started. There are many other free courses listed on the site.
2. https://www.edutopia.org/discussion/18-teacher-tested-strategies-differentiated-instruction
3. https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/

These workshops were created by Leecy Wise for Unlimited Learning, Inc, and funded by the Colorado Dept. of Education, Adult Education and Family Literacy, 2016-17