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May Thet Khine Nyeine-Learning Ecologies MOOC’s Updates
Differentiated Learning - Comparative Dimensions of Learning
Differentiated Learning—where individuals and groups of students can work at a pace that suits their needs, and where data analyses allow that these processes are readily and conveniently managed by teachers. This ensures that all learners are able to make progress measured against common goals.
Videos:
Comment: Make a comment below this update about the ways in which technologies supporting differentiated instruction can change the experience of learners. Respond to others' comments with @name.
Post an Update: Make an update introducing a differentiated instruction concept on the community page. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of differentiated instruction. Also, comment on at least three or four updates by other participants. Differentiated learning concepts might include:
- Personalized learning
- Adaptive learning
- Learner diversity - classifications, profiles
- Learner diversity - pedagogical design and management
- Learning (dis)abilities
- Localized learning
- Global learning
- Software for differentiated instruction
- Disability-specific tools
- Suggest a concept in need of definition!
Differentiated learning is a pedagogical approach that recognizes the diverse needs, abilities, interests, and learning styles of students in the classroom. It involves the intentional modification of content, process, product, and learning environment to provide all learners with equal opportunities to succeed (Tomlinson, 2014). It empowers educators to be responsive rather than prescriptive, tailoring their teaching strategies to meet students where they are in their learning journey. By doing so, it fosters greater engagement, motivation, and academic achievement across a diverse student population (Hall, Strangman, & Meyer, 2003). As a way of bridging the gap in different learners learning pace and style, adaptive learning comes to mind.
Adaptive learning is a technology-driven part of differentiated learning that uses data and algorithms to personalize instruction in real time. This system of learning can track data such as student progress, engagement, and performance, and use the data to provide personalized learning experiences. This individualized approach ensures that students receive immediate feedback and resources that are aligned with their specific learning needs (Pane, Steiner, Baird, & Hamilton, 2015).
Kurt (2021) opined that adaptive learning is part of interactive learning which addresses the needs of individuals through learning pathways, effective feedback, and supplemental resources; as opposed to an one-size-fits-all curriculum.
Adaptive learning systems can analyze a student’s interactions to identify learning gaps, strengths, and areas needing reinforcement, thus allowing educators to make informed decisions on instructional pathways. For example, if a student struggles with a particular mathematical concept, the system may present simpler problems, offer visual aids, or recommend additional practice before advancing. This dynamic feedback loop not only supports mastery learning but also enhances learner autonomy and confidence (VanLehn, 2011).
McGuire, (2021) listed some benefits of adaptive learning ;
1. Adaptive learning may enable students to become more successful and self-directed by providing insight into their level of mastery and allowing them to work at their own pace.
It potentially improves student engagement by providing lessons and activities that are tailored to their needs.
2. It can be used as a cost-effective alternative to expensive textbooks.
3. It provides relevant and timely data that faculty and administrators can use to identify how targeted subpopulations in a course are doing. This is potentially a powerful tool for identifying and confronting barriers to equity for minoritized and poverty-affected students.
4. It enables faculty and administrators to provide timely and targeted support by identifying individual students, or even particular sections in a multi-section course, that need attention.
5. It enables faculty and administrators to make continuous improvement by comparing data across semesters.
6. Adaptive learning enables the delivery of personalized learning at scale, it also reduces cheating because the content and assessments can vary for each student.
References
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Kurt, S. (2021). Adaptive learning: What is it, what are its benefits and how does it work? Educational Technology. https://educationaltechnology.net/adaptive-learning-what-is-it-what-are-its-benefits-and-how-does-it-work/
McGuire, R. (2021). What is adaptive learning and how does it work to promote equity in higher education. Every Learner Everywhere. https://www.everylearnereverywhere.org/blog/what-is-adaptive-learning-and-how-does-it-work-to-promote-equity-in-higher-education/
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation. https://www.rand.org/pubs/research_reports/RR1365.html
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
https://www.montclair.edu/itds/digital-pedagogy/pedagogical-strategies-and-practices/adaptive-learning/#:~:text=Adaptive%20learning%20is%20a%20technique,to%20provide%20personalized%20learning%20experiences.
Tailoring the Learning Journey: Introducing Flexible Grouping in Differentiated Instruction
Hello Community!
Let's explore a vital aspect of differentiated instruction: Flexible Grouping.
What is Flexible Grouping?
Flexible grouping is a dynamic instructional strategy where students are grouped in various ways based on their individual learning needs, interests, or readiness levels. Unlike static, ability-based grouping, flexible groups are temporary and constantly evolving. The aim is to provide targeted support and challenge to each student, fostering a more personalized and engaging learning experience.
This approach acknowledges that learners are diverse and have varying strengths, weaknesses, and learning styles. It allows educators to move away from a one-size-fits-all approach and create learning experiences that are responsive to individual needs.
Example in Practice: Reading Comprehension Lesson
Imagine a classroom where students are working on a reading comprehension unit. Instead of assigning the same reading material and activities to everyone, the teacher uses flexible grouping:
Readiness-Based Groups:
Students who are struggling with basic comprehension might work in a small group with the teacher, focusing on foundational skills.
Students who are ready for more advanced challenges might work in another group, analyzing complex texts and engaging in critical thinking activities.
Interest-Based Groups:
Students can choose to join groups based on their interests, such as historical fiction, science fiction, or current events. Each group explores a text related to their chosen topic.
Learning Style Groups:
Students who prefer visual learning might work together on creating graphic organizers or concept maps.
Students who prefer auditory learning might participate in group discussions or listen to audio recordings of the text.
Visual Representation:
[Diverse Classroom] --> [Assessment of Student Needs/Interests] --> [Flexible Group Formation (Readiness, Interest, Learning Style)] --> [Targeted Instruction & Activities] --> [Ongoing Assessment & Group Reconfiguration]
Why Flexible Grouping Matters:
It addresses the diverse needs of learners.
It promotes collaboration and peer learning.
It increases student engagement and motivation.
It allows for targeted support and challenge.
It allows for students to learn from multiple different peers.
Further Resources:
Explore resources on differentiated instruction from ASCD: [Link to ASCD website or relevant article]
Look into the use of formative assessments to inform flexible grouping: [Link to formative assessment website]
Concept in Need of Definition:
I suggest we explore Culturally Responsive Differentiated Instruction. While we understand both concepts, how do we effectively combine them? How do we ensure that differentiated instruction is not only responsive to individual learning needs but also culturally relevant and inclusive? This concept requires a deeper dive into practical strategies and pedagogical frameworks.
Community Engagement:
I'm eager to hear your thoughts on how we can effectively implement flexible grouping and other differentiated instruction strategies in our classrooms and learning environments.
(Comments on other participants updates will be added as others add their posts.)
https://www.coursera.org/learn/elearning/discussions/forums/threads/threads/b8V3HuF1Ee-O6gr_zJg4tw/replies/o1x_yPS5Ee-JfAr_0M44ZQ
https://www.coursera.org/learn/elearning/discussions/forums/threads/threads/b8V3HuF1Ee-O6gr_zJg4tw/replies/o1x_yPS5Ee-JfAr_0M44ZQ
https://www.coursera.org/learn/elearning/peer/VoRJG/essential-peer-reviewed-update-7/discussions/threads/AFhd-vUEEe-TgBJcXLIsfw
تم
تم
تم
https://www.coursera.org/learn/elearning/peer/VoRJG/essential-peer-reviewed-update-7/discussions/threads/AFhd-vUEEe-TgBJcXLIsfw
المهمه تقييم
تقييم المهمه
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هذه الأسالية تسهم في تعزيز فهم الطلاب وتحفيزهم على التعلم بشكل أكثر فعالية.
Differentiated Learning in the Digital Age: Adaptive Learning Technologies
Differentiated learning acknowledges that students have diverse needs, preferences, and paces of learning. One innovative concept in differentiated learning is adaptive learning technologies. These systems use artificial intelligence and data analytics to personalize learning experiences for individual students in real time. Adaptive learning platforms assess students’ knowledge levels, track their progress, and adjust the content or difficulty based on their performance.
Adaptive Learning is unlike traditional learning models where all students follow the same path, adaptive learning dynamically adjusts instructional materials, quizzes, and feedback to meet each learner’s unique needs. This creates a more inclusive and effective learning environment, ensuring that advanced learners are challenged while struggling students receive additional support.
Example:
DreamBox Learning, an adaptive math program for K-8 students, provides an excellent example of adaptive learning in action. The platform analyzes students’ responses to questions, time spent on tasks, and even their problem-solving strategies. Based on this data, it tailors the next steps to align with each student’s understanding. A student struggling with fractions might receive interactive visual aids and simplified problems, while another with mastery moves on to more complex concepts.
References:
https://edumaged.com/2023/06/06/differentiated-learning-or-adaptive-learning-a-comprehensive-guide-for-educators/
https://teachfind.com/teaching-strategies/how-to-supercharge-your-differentiated-instruction-with-technology/
https://ieeexplore.ieee.org/document/9399835
يساهم هذا الأسلوب في تعزيز فهم الطلاب وتحفيزهم على التعلم بشكل أكثر فعالية.
يعتبر التعليم التكيفي مناسب
Differentiated learning in the digital age refers to the practice of tailoring educational content, processes, and learning environments to meet the diverse needs, interests, abilities, and learning preferences of individual students using digital tools and technologies.
This approach leverages online platforms, adaptive software, multimedia resources, and data-driven insights to create personalized learning experiences that empower students to progress at their own pace while achieving common educational goals.
Linking the terms personalised learning and student diversity evokes reflection on the importance of student-centred approaches, in which the teacher - while remaining important - is no longer exclusively at the centre of the teaching process. Within e-learning, asynchronous options correspond well to this need for everyone to do tasks in their own time, evoking the skills and tools they need to achieve success (which should be measured more than failure, as we saw in the previous module).
Linking the terms personalised learning and student diversity evokes reflection on the importance of student-centred approaches, in which the teacher - while remaining important - is no longer exclusively at the centre of the teaching process. Within e-learning, asynchronous options correspond well to this need for everyone to do tasks in their own time, evoking the skills and tools they need to achieve success (which should be measured more than failure, as we saw in the previous module).
يساهم هذا الأسلوب في تعزيز فهم الطلاب وتحفيزهم على التعلم بشكل أكثر فعالية.