Planning a Differentiated Social Studies Lesson

     

As I thought about the lesson I wanted to do, I knew I would need to use instructional strategies that incorporated visuals, sounds, and hands on experiences because these strategies will be the most beneficial for my students. When we are intentional about the instructional strategies we use, our instruction will be more effective and our students will be more engaged (Waterford.org, 2020). I also knew that not all of my students are at a 6^th grade level in reading. I had to plan a lesson that could be read out loud to meet the needs of these students. I know that several of the learners in this class are auditory learners. I made sure to use instructional strategies that involved both reading and listening such as the guided notes, Blooket vocabulary game, and virtual fieldtrip to accommodate the needs of both the visual learners and auditory learners. These students love Blooket. I thought a fun way to practice using the vocabulary from the lesson would be to play a quick Blooket vocab game. I also knew students find activities that involve technology to be engaging. The virtual field trip activity was a fun way for them to explore the structures we read about during the short lesson using Google Earth. Visual learners have the option to create a brochure for the summative assessment. I made sure there was a hands-on element somewhere in the lesson for the tactual/kinesthetic learners in this class by including the newscast and 3D map options for the summative assessment. I created a rubric that is beneficial for all students because they help students plan their work and monitor their progress (Murawski & Scott, 2019). A rubric also communicates my expectations for the assessment and knowing the expectations sets students up for success.

 I differentiated each assessment to address specific learning goals and students' differences. The reading lesson, guided note sheet, and Blooket vocab activity are all done as a class to support ELL students and students with special needs. By doing these activities as a class, I am able to model exactly what I want students to do. I am also able to ensure that students are getting the correct information on their note sheet that is used during the summative assessment. My special needs students benefit from information, questions, and answer choices being read to them which is why I choose to read all of these things out loud during the lesson. Gifted students need more of a challenge, but we do not want them to feel like they have to do extra work because they excel academically. I pose higher order thinking questions during the reading lesson to engage gifted students and give them an opportunity to think critically about the content. Because the whole class is asked these questions, the gifted students do not feel like they are receiving additional work if they choose to respond. The options to choose from for the summative assessment give gifted students the freedom to take control of their final product and provides opportunities to show what they can do in creative ways. Early finishers will be given a fun game or activity to work on while they wait for others to finish up. For example, the Egypt themed "3 words or less" game and King Tut's Tomb escape room are two activities that early finishers will be excited to work on.

    Technology is a great way to engage students in the lesson. Technology provides a flexible learning environment that is needed to accommodate various learning styles (Perez & Grant, 2022). Blooket is a prime example of an engaging tech tool that accommodates variability of learning preferences. I used Blooket as a quick formative assessment of students’ ability to use the vocabulary words from the lesson correctly. It is perfect for auditory learners because of the option to have the question and answers read out loud for students. Visual learners can read questions and answers at their own pace as well as look at pictures.  Google Earth is another tool that students love to use. During the virtual field trip activity, students use Google Earth to “travel” to the Giza Necropolis. Once there, they can “walk around” and explore the structures built by Egyptians long ago. Google Slides is a tech tool used to help students work their way through the virtual field trip and pose reflection questions. The structure of the slides helps students stay on task and gives them a clear space to share their reflections. The organized layout of the slides is beneficial for all students, but it is especially helpful for students who need additional support. Finally, I use Flipgrid as an option for the summative assessment. Flipgrid has fun features for students to play around with and make their videos even more creative. Flipgrid is appropriate for students who want to add their own creative touches to an assessment. 

The use of instructional strategies that are differentiated to support the different learners in the classroom is worth the extra planning. When students learning needs are being met, they are more engaged with the lesson. As a result, students are more motivated to complete the activities or assessments that encourage them to show what they know. The more they practice and apply what they learned, the better chance they have of storing the information long term. Ultimately, differentiating lessons guides students toward academic success.

References

Murawski, W. & Scott, K. (2019). What really works with universal design for learning. Thousand Oaks, CA: Corwin. ISBN: 9781544338675

Perez, L. & Grant, K. (2022). 30+ Tools for diverse learners. ISTE. https://www.iste.org/explore/Toolbox/30-tools-for-diverse-learners

Waterford.org. (2020). How differentiated instruction can help you meet every student in class. https://www.waterford.org/education/differentiated-instruction-strategies/ 

Using Learning Style Analysis to Inform Instruction

    Student data is a powerful aspect of education. It has the power to show students' misconceptions, student mastery, and student readiness. Data encourages reflection from teachers as well. Ultimately, data informs instruction. Teachers use data to plan lessons and activities that meet the needs of their students. Using data to determine the learning styles of students can be especially beneficial.

    Learning style data enables teachers to develop instruction that encourages cognitive, linguistic, social, emotional, and physical development of students. When educators are informed about the learning styles present in their classrooms, they are able to design or modify instruction to a developmentally appropriate level. When instruction is developmentally appropriate, students are more likely to build on to prior knowledge and retain information long term (McLeod, 2022). Social and emotional skill development often takes a back seat to cognitive development in schools. It does not have to be this way because knowledge of students learning styles can be used to effectively incorporate these skills into regular instruction (Cherry, 2019). Learning styles also influence students physical development as some students learn best when they are physically moving their bodies. 

    Due to all the ways learning styles influence student development, conducting a learning style inventory is beneficial. Recently, I conducted a learning style inventory with a small group of four students. The results are shown in the figure below.

    After collecting and interpreting the data, I was surprised by the high scores in the auditory learner category. I assumed the students would be tactual/kinesthetic learners because they really enjoy doing activities that get them out of their seats. However, I realized that even though they may like activities involving movement, they may not learn the best this way. I need to intentionally plan a mixture of movement, audio, and visuals during instruction. My favorite instructional strategy to use with auditory learners is instructional videos that I create using screencastify. I have seen auditory learners rewatch parts of a math lesson in order to hear the steps while they work through a problem on their homework assignment. I have also been able to put videos of me reading the directions or rubric for a project we are doing. They can always go back and listen to these videos if they forgot what I said in class. For the tactual/kinesthetic learners, I love using scavenger hunts that have students looking for math problems around the room and utilizing manipulatives to solve problems as they go. These scavenger hunts can be easily changed to an escape room activity where answers to math problems lead to clues around the room to help them "escape."  Visual learners benefit from reading the information they are learning. For visual learners, I use guided note sheets that has information for them to hear in addition to the lesson video where I show examples of each problem on the note sheet. I try to incorporate pictures or visual examples as often as possible during instruction. 

    Students’ strengths, interests, and needs for growth influence instruction as well. After learning students' strengths, interests, and needs, educators can plan intentional instruction that is engaging and developmentally appropriate for their students. A great way to evaluate students' strengths is through a pre-test or review activities. Teachers can use the data collected from these activities to determine what students have mastered and what topics need further instruction. Building relationships with students is the best way to learn their interests. When a student feels comfortable around their teacher, they will likely share information about themselves that can be used to engage them in instruction. Student engagement is proven to affect student participation and positively influence student's academic performance (Dabrowski & Marshall, 2019). Interactions with students in the classroom and student data can be used to evaluate what students need in order to grow in a particular area. Once students needs are known, instruction can be modified to meet the different needs. 

    A great way to address all learning styles when developing and implementing assessments is to provide different assessment options. Each assessment option would incorporate learning styles in different ways. The students choose which option is the best for them. This is also a great way to incorporate various interests and provide opportunities for students to show their strengths. I also like to start small when developing assessments. Once I have the basic idea for my assessment and the goals established, I am able to start adding more to the assessment to meet different needs. 

    Finally, technology is a wonderful tool to help address different learning styles. With technology, questions, directions, and rubrics can be read aloud to students. Visuals can be easily searched and displayed on a technological device. Interactive games can be conducted using a smartboard. Group work can run smoothly with tech tools that support collaboration. There are so many different websites that meet various learning styles and allow students to show what they know in fun ways. 

    Collecting, interpreting, and using data about students can be a tedious process. However, it can be used to determine how students learn best. With this information, teachers can create engaging lessons that further students' development, enhance their strengths, incorporate their interests, address their needs, and set them up for success. 

References

Cherry, K. (2019). Experience and development. Verywellmind. https://www.verywellmind.com/experience-and-development-2795113 

Dabrowski, J., & Marshall, T. R. (2019). Choice & relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13.

McLeod, S. (2022). Vygotsky’s sociocultural theory of development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html

Technology Enriched Learning Experiences that Support Differentiation in the Classroom

Technology has become a major part of classroom instruction. Research indicates that using technology in the classroom benefits learning in powerful ways. For example, using technology can foster engagement and increase student motivation (Schuler, 2019). Engagement and motivation have direct links to students' academic success (Dabrowski & Marhsall, 2019). Although research proves the benefits of technology enriched learning experiences, it can feel overwhelming when looking at the lists of educational tech options. Where do we begin? A great way to narrow down the seemingly endless list of possibilities is by looking at technologies that support differentiation in the classroom. Focusing on the tool's ability to meet the needs of students will enable educators to use it in meaningful ways. MobyMax, Google Slides, and Blooket are three technologies that enrich learning experiences while also supporting differentiation in the classroom. 

 

 1. MobyMax

MobyMax was specifically designed to help close learning gaps (MobyMax, n.d.). While students complete and answer questions, MobyMax collects data about students' progress to automatically assign what they need to work on. It is easy to use and can be incorporated into class as remediation or supplemental work. Unfortunately, it is not a free tool with a cost of $3,795 for a district license. However, it covers every content area from grades k-12 making it a versatile option. MobyMax is not as user friendly for teachers as other online tech tools. However, it provides a training course option. It is very user friendly for students to navigate and complete tasks.

MobyMax is known for it's automated differentiation. Its placement tests and progress reports give teachers an idea of student readiness. The engaging videos, digital manipulatives, and ability to earn rewards interests and engages students. MobyMax monitors progress for each student and assigns appropriate activities based on students' needs. Students feel comfortable knowing that the activities chosen for them are in line with their learning styles. 

MobyMax is a form of guided instruction that introduces content at the students pace. It chunks information and practice into small sections to hold students attention and encourage long term retention. The program is designed to base instruction on students learning differences so their learning needs are being met. 

MobyMax is great for promoting learning by assigning tasks students need to work on, rather than tasks they have already mastered. In addition, students see the connection of what they are doing on the site and what they are supposed to learn. It gives them a sense of independence as well. They can see their progress as they work. They are able to take ownership of their learning by completing assignments at their own pace. There are different help features students can use to investigate a problem before asking for help. Overall, MobyMax is a quick and simple tool to ensure all students are meeting desired targets.

2. Google Slides

Google Slides is an easy and free way to differentiate instruction while simultaneously engaging students and enriching learning. For example, they can be incorporated into instructional activities like escape rooms and scavenger hunts. Interactive step-by-step instruction or interactive rubrics that guide students through assessments are another great way to use Google Slides. They are user friendly for teachers by providing pre-made templates and themes. There is also a help feature on the task bar where questions can be asked and training is provided. Students have the option to use templates and themes when creating their own slides as well. Google slides can be used by teachers and students in any content area. 

Google slides can be easily differentiated. The ability to make copies of the slides gives teachers the option to quickly modify slides based on students' readiness and various learning styles. Pictures, audio, videos, and links can all be used by the teacher to incorporate student interests throughout the instructional activity they are creating.  

Google Slides supports various instructional strategies like gamification through escape rooms and scavenger hunts, collaboration through group research projects, and guided instruction. Each of these strategies provides opportunities for personalized instruction.

With all the different ways Google Slides can be incorporated into instruction, it is an excellent option for promoting student learning. The tasks that need to be completed by students are specifically designed with students' differences and learning styles in mind. Because of this careful design, students are able to make connections between the task they are using Google Slides for and what they are learning. Learning is more meaningful to students when these connections are evident and content is relevant  (Dabrowski & Marhsall, 2019). In addition, Google Slides encourages students to take ownership of their learning. The easy to navigate features help students work through activities and creative projects independently. Working on tasks that were modified for their learning style helps them complete more problems on their own, promoting independence and self-confidence. 

3. Blooket

Blooket is a form of gamified instruction that encourages students to answer questions correctly in order to receive a positive reward that might take them to the top of a leaderboard. It is super easy to navigate through question sets and assign or play group games. Its user friendly design makes creating question sets simple. It is easy for students to get into a game, and it does not take them long to find the market space where they can buy or sell game characters called "Blooks." The opportunities for rewards like Blooks motivates students to answer questions correctly. In addition, Blooket is free for all users with additional "Blooket Plus" features available for purchase. Educators can find pre-made question sets for any content area and topic as well. 

Blooket can be assigned for students to complete on their own. After completing these assignments, the teacher receives data that can be used to determine readiness of the topic they plan to teach next. From here, instruction can be carefully planned to meet the students different learning needs and styles. The different game options allows students to pick a format they are interested in. The ability to add pictures for visual learners, use the audio feature for students who want the questions and answer options read aloud, adjust question time limits for those who need more time, and set specific goals for specific students sets them up for success. 

Blooket can be used as a gamification instructional strategy. The design makes learning important information feel like playing a video game. Students find that they can be successful even if they are not the fastest at answering the questions or the best at the topic. It gives them the confidence they need to stay engaged and keep practicing. Blooket is a great way to space out or interleave instruction; two instructional strategies that encourage retrieval and long term retention of information (Agarwhal & Bain, 2019).

Focusing on technology tools (like MobyMax, Google Slides, and Blooket) that can support differentiated instruction leads to enriched learning experiences. In addition, they promote learning for students with different abilities and learning styles while encouraging independence and self-confidence.  Ultimately, the use of technology tools that support differentiated instruction guide students toward success. 

References

Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning (1st ed.). Jossey-Bass.

Dabrowski, J., & Marshall, T. R. (2019). Choice & Relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13.

MobyMax. (n.d.). Differentiated learning. https://www.mobymax.com/differentiated-learning

Schuler, J. (2019). How powerful use of technology can increase student engagement. Digital Promise. https://digitalpromise.org/2019/01/15/powerful-use-technology-can-increase-student-engagement/