Technology — when employed properly and meaningfully — can help educators deliver differentiated,
individualized and personalized instruction. It can help facilitate timely interventional responses, involve
parents more in their children’s learning, empower school leaders with data to support teachers, and either
break down problems or make those problems more complex, based on the individual needs of the student.
It’s up to savvy teachers to connect the appropriate tools with the right students — and, in the case of
personalized learning, allowing students to make suggestions and control their own academic experiences.
Modern learning is the ultimate collaboration between teacher and student. Much like a doctor, the teacher
must assess each individual’s needs, then prescribe the right solution for that person by crafting an
appropriate curriculum and delivering it in a way that is meaningful. At the same time, students know on
some level what teaching-learning style works best for them, and they must contribute to the creation of
their personalized curriculum. Today’s educators can better harness the tools required to address a vibrant
spectrum of learner differences and create profoundly dynamic educational experiences in their classrooms.
Sounds wonderful, doesn't it? The problem is this: Although fine in theory, differentiation in practice is
harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.
Case in point: In a winter 2011 Education Next article, the Thomas B. Fordham Institute's Michael Petrilli
wrote about a University of Virginia study of differentiated instruction: "Teachers were provided with
extensive professional development and ongoing coaching. Three years later the researchers wanted to
know if the program had an impact on student learning. But they were stumped. 'We couldn't answer the
question ... because no one was actually differentiating,' " the researcher, Holly Hertberg-Davis, told Petrilli.
And, Ms. Hertberg-Davis herself wrote in a 2009 article in Gifted Child Quarterly: "It does not seem that we
are yet at a place where differentiation within the regular classroom is a particularly effective method of
challenging our most able learners."
Too, Mike Schmoker, in a 2010 Commentary for Education Week titled "When Pedagogic Fads Trump
Priorities," relates that his experiences of observing educators trying to differentiate caused him to draw
this conclusion: "In every case, differentiated instruction seemed to complicate teachers' work, requiring
them to procure and assemble multiple sets of materials, … and it dumbed down instruction."
As additional evidence of the ineffectiveness of differentiation, in a 2008 report by the Fordham Institute,
83 percent of teachers nationwide stated that differentiation was "somewhat" or "very" difficult to
implement.
It seems that, when it comes to differentiation, teachers are either not doing it at all, or beating themselves
up for not doing it as well as they're supposed to be doing it. Either way, the verdict is clear: Differentiation
is a promise unfulfilled, a boondoggle of massive proportions.
The biggest reason differentiation doesn't work, and never will, is the way students are deployed in most of
our nation's classrooms. Toss together several students who struggle to learn, along with a smattering of
gifted kids, while adding a few English-language learners and a bunch of academically average students and
expect a single teacher to differentiate for each of them. That is a recipe for academic disaster if ever I saw
one. Such an admixture of students with varying abilities in one classroom causes even the most
experienced and conscientious teachers to flinch, as they know the task of reaching each child is an
impossible one.
A second reason that differentiation has been a failure is that we're not exactly sure what it is we are
differentiating: Is it the curriculum or the instructional methods used to deliver it? Or both? The terms
"differentiated instruction" and "differentiated curriculum" are used interchangeably, yet they are not
synonyms. Teachers want and need clear guidance on what it is they are supposed to do to reach
differentiated Nirvana, yet the messages they receive from the "experts" are far from consistent. No
wonder confusion reigns and teachers feel defeated in trying to implement the grand goals of
differentiation.
Differentiation might have a chance to work if we are willing, as a nation, to return to the days when
students of similar abilities were placed in classes with other students whose learning needs paralleled their
own. Until that time, differentiation will continue to be what it has become: a losing proposition for both
students and teachers, and yet one more panacea that did not pan out.
Benefits of Differentiated Instruction
Since I'm no expert on the pros and cons of differentiated instruction myself, I did some digging to see what
the consensus is.
That brought me to the Asia-Pacific Economics blog.
First, let me say that I appreciated their description of what differentiated instruction means about
teaching: "[differentiated instruction] means stepping away from teaching in a classroom in only one way,
and incorporating different things for different learning styles and personalities."
They then listed these positive aspects of differentiated instruction:
Each Child is Taught to Their Learning Style
Each Students Has an Individualized Learning Plan
Teacher Creativity
No Child Left Behind
Flexibility
My next stop was VisionLaunch which had listed these very similar pros of differentiated instruction:
Kids get to learn in a way that makes information retention easier.
It documents how each child will learn so that everyone stays on the same page.
It eliminates teaching routines that become cumbersome.
It provides teachers with a higher level of flexibility.
You can see that both sources agree that differentiated instruction allows for greater creativity and
flexibility for the teacher and helps students with their individual learning.
Criticism of Differentiated Curriculum
After understanding what differentiated instruction is, it might be difficult to believe that there are both
pros AND cons of differentiated instruction.
But just as I found very positive things, I also found considerable criticism.
The harshest criticism is that many argue that individual learning styles, upon which differentiated
instruction is based, doesn't exist.
Here's what Wikipedia gathered:
You don't have to look too hard to find this criticism supported.
However, even if learning styles are more a preference than anything else, and NOT any impediment to
individual learning, I think we can all agree that the the idea of differentiated instructions still has merit.
So let's assume that the learning styles debate aside, what are criticisms of actually carrying out
differentiated instruction in the classroom.
Asia-Pacific Economics Blog pointed out these cons of differentiated learning:
Tougher Work Load for Teachers
Time Constraints
Children Learn at Different Paces
Lack of Schedule
And VisionLaunch lists these cons:
It essentially creates a second full-time job for the teacher.
Some children could prevent the class from moving on.
There really isn’t a schedule to follow.
It is difficult to evaluate the effectiveness of a teacher.
Notice that both point out the increased work for teachers. That's a real problem. Teachers are already
overburdened with an impossible load of tasks to complete. No matter how you slice it, differentiated
instruction is going to add to that workload, at least in the beginning. Be sure to check out both referenced
articles for detailed descriptions of their pros and cons of differentiated instruction.
Pros and Cons of Differentiated Instruction: Student Engagement
I'd like to leave you with one more big positive in the discussion of the pros and cons of differentiated
instruction that wasn't so readily discussed elsewhere — student engagement.
Our product manager, Ken Richard, took a moment to explain how he thinks differentiated instruction is
"key to student engagement."
He recommends differentiating lessons by "mixing it up, so you want to use some lecture, you want to use
some PowerPoints, you want to give the students some worksheets to fill out.The digital curriculum is a
great resource."
So while there is certainly some debate about the pros and cons of differentiated instruction, the concept
has merit.
If you put aside the idea of learning styles aside, there are still many things to gain from mixing things up in
your classroom.
Perhaps the greatest is the student engagement that can result.
On the other hand, creating and maintaining differentiated lesson plans can be a real time-eater for
teachers.
But there are some great resources out there that can help you create that differentiated environment with
much less effort and time.
You have the power to decide whether or not differentiated instruction is right for you, your students, and
your classroom.
One of the major attribute of personalized learning is to work on people’s weaknesses and give a better
approach to give them the mastery of a topic. This approach is based on the fact that a student is the
master of his/her education. It looks stupid to say that but It should be true but it is not the case in a lot of
schools. As every method, Personalized learning has pros but also have cons. We should be careful about
the compromises and see everything as not good or bad but as multiple sides.
Pros
As I said, each student should be the master of his/her own education and it comes with personalization of
content and personalization of feedback. To understand what’s wrong in your process of learning but also
what is not clear on your previous knowledge a paper test with the same questions as your neighbor will not
totally help. However, test which are more based on finding your level and asking you some questions in
order to let you improve, that can help.
Every student has his/her own pace while learning new topic. Some people will find an exam really easy
while other will cry and express their lack of knowledge or confidence. We are humans, we are different.
People also have different backgrounds. It can be educational or emotional or physical, each of them impact
the learning and so as you can understand it will vary more or less between the student. The good point is
that personalized do not really care about it, it will take the time it needs to let you understand the concept.
Isn't it awesome? It is a eternally patient good teacher.
Cons
Now, it has cons. However I consider these cons as a problem of the usage of the technique. The first one is
the dehumanization of the classroom. You maybe imagine education on a computer like this.
Pros and cons of individualized instruction
by Nigel Green
Blended Learning
Personalized learning and individualized instruction are now recognized as crucial elements of
student-centric teaching that fosters real progress and achievement. This is a significant departure from the
way classrooms have been structured in the past as a ‘one size fits all’ environment with all students
generally receiving information at the same time and same way as their peers, regardless of their prior
knowledge or academic strengths and weaknesses.
Individualized instruction is bringing personalized learning to the classroom by tailoring teaching to each
student based on his or her interests and capabilities. This would be a Herculean task for any one teacher,
especially at a time when class sizes and demands are growing, but fortunately, data-driven adaptive
learning technology is making it possible. Still, some aren’t sold on the idea of individualized instruction –
after all, is it really worth spending the time and energy completely revamping the American education
system? Like any innovation, adaptive learning may take some getting used to. But when the pros outweigh
the cons, it’s well worth it.
PRO: Close learning gaps
In any classroom, there often are significant learning gaps between individuals. The challenge is to assist
struggling students while simultaneously engaging gifted learners, but that is exactly what individualized
instruction aims to do: delivering material at an optimal pace that caters to each student’s interests and
abilities. Persistence in difficult topic areas while moving at a ‘just right’ pace through areas in which the
student excels is the way to close learning gaps, and bring everyone to their highest personal level of
achievement.
CON: Extra preparation
Individualized instruction often requires a great deal of preparation up front. If the school isn’t using an
intelligent adaptive learning system that collects student data to achieve personalized learning outcomes,
teachers will need to thoroughly research the academic history of each student and the ways he or she
learns best. In addition, time and resources may have to be put into staff training and development as
educators change their approach to teaching.
PRO: Build confidence in students
One of the main reasons that struggling students continue struggle is that they lose confidence in
themselves and their intellectual capabilities. Individualized instruction can help students gain
self-confidence as learners, because lessons are tailored to their specific abilities. As students gradually
build comprehension and mastery of more complicated material, they gain the self-assurance that they
have the skills they need to be successful. This, in turn, helps them progress more quickly.
CON: Teachers need to adjust to a new paradigm
With the many changes associated with the transitions to individualized instruction, personalized and
blended learning, many teachers are questioning where they fit in the modern classroom. Are they being
replaced by machines? Will they still get to do what they really love: teach? This is an understandable fear
as technology has entirely displaced many other professions (remember the typing pool?). However, with
class sizes growing past 30 in many districts, teachers are finding that the amount of time they have to
spend with each student is being dramatically reduced. Rather than being replaced by personalized learning
programs, many educators are finding that they are excellent teaching partners. The use of technology is
designed to free the teacher to spend more time with individuals or small groups while the remainder of the
class is enabled to work at their own pace with the program. And by leveraging the detailed student
information many of these programs provide, the interactions between the teacher and the students can
become even more productive. However, additional professional development will likely be required to fully
realize these and other benefits of a move to a blended or individualized learning program.
PRO: Greater engagement for teachers and students
Implementation of an individualized learning approach to education has been shown to be a more engaging
experience for both teachers and students. Instead of standing in the front of the classroom and explaining
new concepts, stopping to pause as students (hopefully) calmly and patiently raise their hands, teachers
have more opportunities to interact with students one-on-one when using individualized instruction in their
classrooms. Self-directed, more independent learning frees up opportunities for teachers to talk with
students, assess where they are academically, and how their individual learning plan can be tweaked to
achieve maximum results.
CON: Restructuring the classroom
Implementation of this new approach to education may require a great deal of classroom restructuring. For
many school districts, hiring extra teachers to make individualized instruction possible is not an option.
Instead, they are turning to intelligent adaptive learning programs and one or several blended learning
models. This may require a significant investment in technology up front, but will help many districts save
money in the long run. Classroom structures may need to be adjusted to accommodate individualized
learning – in other words, instead of the traditional rows of desks facing the blackboard, classroom seating
arrangements may need to be more flexible, so that the teacher can work with individuals or small groups
while the majority of students work independently with a personalized learning software program.
PRO: Students work at their own pace
One of the greatest strengths of individualized instruction is that it gives students the opportunity to work
at different paces and on different areas without affecting the learning of their peers. Gifted students may
work ahead while students who are struggling in a particular area can take the time they need to review and
master a concept they may have previously not fully understood. Best of all? This can all happen in the same
classroom.
The cognitive domain involves the development of our mental skills and the acquisition of knowledge. The
six categories under this domain are: 1. Knowledge: Knowledge is the ability to recall data and/or
information. Example: A child recites the English alphabet. 2. Comprehension: Comprehension is the
ability to understand the meaning of what is known. Example: A teacher explains a theory in his own words.
3. Application: Application is the ability to utilize an abstraction or to use knowledge in a new situation.
Example: A nurse intern applies what she learned in her Psychology class when she talks to patients. 4.
Analysis: the ability to differentiate facts and opinions. Example: A lawyer was able to win over a case after
recognizing logical fallacies in the reasoning of the offender. 5. Synthesis: Synthesis the ability to integrate
different elements or concepts in order to form a sound pattern or structure so a new meaning can be
established. Examples: A therapist combines yoga, biofeedback and support group therapy in creating a
care plan for his patient. 6. Evaluation: Evaluation is the ability to come up with judgments about the
importance of concepts. Examples: A businessman selects the most efficient way of selling products.
Teachers and learners need to understand the hierarchy of processes and skills within the cognitive
domain so they appreciate prerequisite skills for learning as well as the way these skills need to be
transformed to master more complicated elements of discipline-specific concept inventories.
Development of learning skills should never be taken for granted in teaching or learning new content.
Skills associated with lower-level processes should be introduced in foundation courses and
elevated in intermediate-level coursework. Skills associated with higher-level processes
should be thoughtfully introduced and reinforced in upper-division courses. Methodically invoking key
learning skills from different process areas and clusters across the cognitive domain also provides a method
for infusing richness in course activities while strengthening lifelong learning skills. Like the Social Domain,
this module serves to remind us that improved cognitive domain performance is always possible,
no matter what one’s state of learning skill development.
. Affective Domain Most people think of learning as an intellectual or mental function. However, learning is
not a just a cognitive (mental) function. You can also learn attitudes, behaviors, and physical skills.The
affective domain involves our feelings, emotions and attitudes. The affective domain involves our
feelings, emotions, and attitudes.
Learning Domains and Effective Delivery of Instruction
by Cindy Vinson Ed.D.
Learning domains, sometimes referred to as categories of learning outcomes, are critical to consider as you
plan your lessons. By analyzing the type of learning domain or outcome that you want, you can determine
which activities, assessments, and representational modes (face-to-face, video, online, multimedia) are
optimal based on the learning outcome desired. With the access to learning technologies more available to
faculty and with greater numbers of students having access at home and work, it is possible and desirable to
use multiple representational modes to increase the probability that students will attain higher levels of
learning.
The following is a brief overview of learning domains with examples of how you might represent content,
provide activities, and assess mastery of that domain. These domains include cognitive, affective,
psychomotor, and interpersonal.
Cognitive Domain
This domain focuses on intellectual skills and is familiar to educators. Bloom’s Taxonomy (knowledge,
comprehension, application, analysis, synthesis, and evaluation) is frequently used to describe the
increasing complexity of cognitive skills as students move from beginner to more advanced in their
knowledge of content. The cognitive domain is the core learning domain. The other domains (affective,
interpersonal, and psychomotor) require at least some cognitive component.
The cognitive domain is well suited to the online environment. Face-to-face courses benefit from using the
web as a way to supplement classroom lectures that are cognitive in nature. These supplemental material
may include the following:
Additional explanations of key concepts
Graphics to show relationships between ideas
Organized class notes
Tables that provide summary information
PowerPoint slides
Additional examples
Self-check quizzes
A discussion board
Case studies
Drill and practice of content that must be memorized
FLASH animations or simulations of challenging and key concepts
Practice questions with answers and “expert” explanations
Links to similar information presented in a different way
Courses that are hybrid (presented in both an online and face-to-face format), often present the cognitive
portion of the course via the web and use classroom time for the more affective, psychomotor, and
interpersonal learning outcomes.
As we move up the cognitive domain especially as we get to synthesis and evaluation, collaborative
assignments requiring students to engage in problem-based or project-based activities serve as important
ways to determine if students have reached that level of learning. These projects can be done online, but
often lend themselves to at least some face-to-face interaction. If face-to-face interaction is not possible,
synchronous mediated events such as web casting, interactive video, or conference calls facilitate project
development. Also, higher cognitive skills provide opportunities for student to develop interpersonal
domain learning. To the extent that we desire interpersonal learning outcomes, we should consider how to
facilitate face-to-face interactions.
The Affective Domain
The affective domain is critical for learning but is often not specifically addressed. This is the domain that
deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately
incorporating the values of a discipline into a way of life. Stages in that domain are not as sequential as
the cognitive domain, but have been described as the following:
Receiving (willing to listen)
Responding (willing to participate)
Valuing (willing to be involved)
Organizing (willing to be an advocate)
Characterization (willing to change one’s behavior, lifestyle, or way of life)
We do not necessarily expect our math students to become math instructors or mathematicians, but we
want them to be willing to “show up” for class, participate in class, and become involved with the content.
We expect students to expend effort in their courses and sustain the effort throughout the duration of the
course. We also would like our students to take the next higher course or another course in the
curriculum because they value what they have learned.
The affective domain is not best handled with just text on a screen. Class meetings or an initial class meeting
to support an online course might be used for affective development. Videos and audio clips are also
excellent ways to engage the affective domain. These should be short and may include the following:
Former students giving tips on how to be successful
The instructor informing the students of the value of the course
Professionals who are using the knowledge from the course in their lives
An overview of the program with key support personnel and facilities visible to the student
Streaming audio files throughout the course encouraging students and providing helpful tips
Short video clips of the instructor explaining course content
Additionally, chunking information into small steps and designing opportunities for the students to be
successful facilitate affective learning for students. Face-to-face courses can include affective online
components by allowing students to have a place to post questions, get feedback, and hear encouraging
messages from the instructor (with a text accompaniment). Encouraging students to set goals for
themselves that are reasonable can also enhance affective learning. To the extent that students are
challenged or are new to a content area, we would expect instructors to include more affective learning
outcomes.
Psychomotor Domain
The psychomotor domain focuses on performing sequences of motor activities to a specified level of
accuracy, smoothness, rapidity, or force. Underlying the motor activity is cognitive understanding. In the
higher education environment, we see psychomotor learning in content including the following:
Lab courses for science classes
Vocational courses
Physical education courses
Training in using specified equipment such as computers, cameras, musical instruments etc.
Performing arts
The stages of the psychomotor domain have been described as follows:
Action (elementary movement)
Coordination (synchronized movement)
Formation (bodily movement)
Production (combine verbal and nonverbal movement
The psychomotor domain is best assessed in a face-to-face situation. Since there is a cognitive component
underlying motor skills, these can be effectively viewed in videos, demonstrations, online text descriptions,
or with pictures of each step in the sequence. Simulations can be used to help people learn the steps or
practice variations of a motor sequence; but ultimately, the student should perform the skill with an
instructor or designee judging if the skill was performed to a set standard. Sometimes, simulations are used
for learning without “hands on” opportunities, because the psychomotor activity is dangerous or equipment
is not readily available.
Students who are new to a content area will generally benefit more from “hands-on” learning than from
mediated learning within the psychomotor domain. As students become more expert, videos and pictures
can be used to teach the skill.
Interpersonal Domain
The Interpersonal domain focuses on people interacting with others. As we redesign our courses using the
21st Century Learning Outcomes Project (http://socrates.fhda.edu/fh/staff/century/centurycomps.html )
as a guide, the interpersonal domain takes on greater importance than perhaps in the past. The levels in this
domain should not be considered hierarchical as in the cognitive domain, but more as a list of skills. These
include the following:
Seeking/giving information (asking for and offering information)
Proposing (putting forward an idea)
Building and supporting (helping another person’s idea move forward)
Shutting out/bringing in (excluding or involving another)
Disagreeing (appropriately offering a difference of opinion)
Summarizing (Restating in a compact form a discussion or collection of ideas)
The above list is not exhaustive. Other skills to add to the list might include negotiating, compromising,
facilitating, and leading.
Interpersonal skills are learned by seeing models, practicing the skills, and getting feedback in the form of
coaching. While short videos, good explanations, and checklists can facilitate the conceptual learning of the
skills, the actual acquisition of the interpersonal skill is best done with face-to-face contact and lots of
instructor feedback. With the use of forums and classroom meetings online, we might be tempted to
believe that face-to-face is no longer necessary and interpersonal skills can be taught in a virtual
environment. While technical innovations allows us more collaboration than in the past, if our core learning
outcome is interpersonal, some face-to-face interaction is desirable.