According to Tomlinson (1999) the concept of differentiated instruction requires a paradigm shift from the traditional approach to teaching. Differential instruction requires considering the abilities, interests, and learning styles of each student to facilitate the pursuit of individual learning rather than generically dispensing knowledge that may not constitute learning. Such a pursuit does not necessitate compromising vital skills or curricula content. Tomlinson (1999) points out that “students can take different roads to the same destination” (p. 12). The purpose of this paper is to examine an existing postsecondary lesson plan, and describe two potential modifications for each of four methods of differentiated instruction: content, instructional strategies or process, product, and environment for varied learning styles.
Assessment First
Successful differentiated learning begins with student assessment. Before an instructor can determine how to best challenge a student’s learning potential, she needs to know what the student already understands, his learning style preferences, and a degree of what he can do. Previous assessments of achievements and performance can be valuable tools in this process. A pre-course assessment may help determine a student’s readiness for a particular program. Intermittent assessments, evaluations, or observations should be ongoing processes throughout the course. A learning styles assessment is valuable to both student and instructor: for the student, it allows him to take a responsible part in his own learning; for the instructor, it helps her to be certain she is considering multiple learning styles in facilitating the course (Theroux, n.d.). Students are more likely to remain engaged and interested when course facilitation matches ability, interests, and learning style preferences.
Differentiating Content
The lesson plan chosen (see appendix A) is from Purdue University (n.d.) for a 400 level college English course that meets for 90 minutes. The purpose of this lesson is to consider if Brutus, in the Shakespearean rendition of Julius Caesar, is an honorable man. The content consists of “a copy of Julius Caesar” (p. 1). During class, students are to divide into five groups, one group for each act, to discuss the honorable and dishonorable actions of Brutus in the assigned act for the group. The assumption is made that the “copy” of Julius Caesar by William Shakespeare, is in Elizabethan English, the language in which it was written.
The first modification to differentiate learning content is to have Julius Caesar available in a variety of media: original print translation, a paraphrased, side-by-side print translation (Livingston, 1997), an audio presentation, or a video presentation. Students would be required to read, listen, or watch the entire play prior to class. Part of the assignment would include taking notes, particularly noting incidences of Brutus’ actions or identifying words for which students do not know the meaning and which they would find in a dictionary before class. Audio and video participants would be encouraged to have a written version available during the presentation; this would allow them to mark words, make notes, and aid in understanding what is spoken.
Because discerning what constitutes honorable is the main objective of the class, the second modification to differentiate learning content is to have students complete an exercise that encourages pondering the meanings and implications of “honorable” behavior (see appendix B). The individual exercise is a nine-square table with each square requiring a brief answer to stimulate critical thinking. The center square must be answered by all students and is worth up to 50 points. Students pick two of the remaining squares to make a straight line of squares horizontal, vertical, or diagonal, as in the game of tic-tac-toe, (Taylor, Marienau, & Fiddler, 2000) for a total of three squares to answer. Four of the squares are worth 15 points and contain easier problems to answer; four of the squares are worth 25 points and contain more challenging problems to answer. The rationale for this exercise is to stimulate all students to learn at their level of ability. Because answering the easier squares can only yield a total score of 80 points, extra credit of 25 points is offered for answering an additional two 15 point squares, or one 25 point square for a total possible score of 105 points. Students who originally answer two 25 point squares may also earn the extra credit, for a total possible score of 125 points.
Differentiating Instructional Strategies or Process
The original lesson plan consists of 10 minutes of lecture, one 20 minute group activity to identify the honorable and dishonorable actions of Brutus, one 30 minute group activity in which students decide if they believe Brutus is honorable or dishonorable and to prepare an argument for a debate, one 20 minute group debate activity, and 10 minutes for the writing assignment explanation (Purdue.edu. n.d.). This lesson plan is a solid plan. To add a differentiated element to it, the first modification is to divide students into three flexible learning groups by interest. One group will complete the debate routine of the original lesson plan. Another group will use a graphic organizer to depict the honorable and dishonorable traits of Brutus. The third group will discuss cultural views of honor and create a multicultural diagram highlighting the place of Brutus. These activities would be modified according to particular student assessments and are examples of the types of activities that could be engaging for students. Groups will meet for 40 minutes, followed by each group presenting their results in 10 minute increments, leaving the last 10 minutes for the writing assignment explanation. Both lessons incorporate direct, indirect, experiential and peer strategies, but the differentiated modification considers individual student interests. A second modification to differentiate instructional process is to offer individual activities. Students will choose from learning centers designed in-context for particular interests and learning styles of current students, graphic organizers, or searching web-based sources to defend their debate positions.
Differentiating Product
The original lesson plan contains a writing project to support one viewpoint and argue against the opposite viewpoint, discussing personal opinion if Brutus is an honorable man. In the first differentiated product modification, the original writing assignment is one of a number of choices designed to create learning opportunities to meet student’s abilities and interests. Other choices include writing a modern-day paraphrase of one act, paying special attention to the honor or dishonor of Brutus’ actions. A third option is to write a poem or song that captures the essence of whether or not Brutus is an honorable man. The last option is to create a diorama depicting a scene in the play that portrays Brutus as honorable or dishonorable. Grading rubrics (see appendices C, D, and E) will help guide student’s writing or artwork without stifling creativity. These options allow students to combine interest and talents to produce a product that is educational and shows what they have derived from the learning experience. Students with special needs may contract for independent projects or learning contracts in lieu of the previously mentioned options.
A second modification is to have students as a group, perform one act in a future class. Some students will do simple props, some will act, some will make a play bill, one or two will direct the actors and manage the stage. One class period can be utilized for rehearsal, and one for ‘production.’ A debriefing discussion would follow the production. One question would be if during this process any students have changed their opinions about the honorableness of Brutus. All students may not be interested in theater, but this activity allows a variety of duties that require students working together as a team while performing tasks each finds engaging.
Differentiating Environment for Varied Learning Styles
The original lesson plan does not specify details of the classroom except it is a “typical lecture setting” (Purdue.edu. n.d., p. 1). This description most likely means it is a lecture room with bolted seats in rows. There may not be a stage or other areas large enough to accommodate group activities. One modification to differentiate the environment is to search for alternate rooms in which to meet on those occasions when group activities are employed. If there is a large stage, it will accommodate performing skits or space can be divided for certain group activities, but a room with tables and chairs would be a valuable change for group activities.
The second modification to accommodate learning styles is to include media overhead projectors, dry erase boards, and a computer with projector. Although the original lesson plan considers some variety of learning styles, the previously discussed modifications in the other three areas provide additional varied learning style components. Depending on how many days are being devoted to Julius Caesar, and how many angles are being discussed, one option might be to show a video rendition or take a field trip to a live theater production. The overhead can be used to provide visual aids. Group activities allow students hands-on activities. The lighting and temperature in a room can help students remain engaged or promote them to drift in thought or sleep. Thus, lighting and temperature control are other factors to consider modifying in a differentiated classroom.
Conclusion
Differentiated learning strategies make the pursuit of learning more interesting to adult learners and therefore are more engaging for the adult student because those strategies consider the individual student’s interests, needs, learning style preferences, and abilities. By giving examples of two modifications for an existing lesson plan in each of four areas: content, instructional strategies or process, product, and environment for learning styles, this student demonstrates many benefits of adding differentiated learning strategies to any classroom.
Differentiated Lesson Plan
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