Running head: DIFFERENTIATED INSTRUCTION: HORTICULTURE
Differentiated Instruction: Horticulture
Ingrid S. Tutt
AET525
June 30, 2014
Jennifer Churchill-Allen
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DIFFERENTIATED INSTRUCTION: HORTICULTURE
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Differentiated Instruction: Horticulture
A committee comprised of the president of the Northwest Community College at Kelsey,
the mayor of the City of Kelsey and the chairman of the local country club, discussed an
economic and educational partnership that would offer interested, qualified students the
opportunity to participate in the new Hospitality Services program. The program was designed
to give students well-rounded educational experiences in Hotel Science, Food Service and Golf
Course Management. The Horticulture specialty, under the Golf Course Management major,
would offer several short-term (10 months) and long term options (24 months) for continuing
education.
The first session in the Golf Course Management major is Horticulture 101. The 12 week
class will meet three days per week, for one hour and thirty minutes. Subjects covered are:
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Introduction to Indoor Classroom (3 hours)
Introduction to Vegetation Simulator
Introduction to Outdoor Classroom
Study of our Environment and
Discovery of Indigenous Plants
Students participating in the classes have been accepted into the Golf Course Management
program. The ages represented within the group are between 18 and 50. They have varying
levels of education and professional experience. All but five percent of students speak English
as their native language. When polled, most students enjoyed the kinesthetic approach to
learning. All students, regardless of education or professional experience will begin with the
Horticulture 101 class.
What is Instructional Differentiation and why is it Necessary?
Differentiated instruction offers facilitators the opportunity to share information with
their students while providing them vehicles for acquiring new knowledge, making sense of the
DIFFERENTIATED INSTRUCTION: HORTICULTURE
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content; thereby, developing the desired end result. Differentiation is necessary simply because
there may be as many different learning styles in one classroom as there are students. That said,
instructors must know the types of students and their abilities before he or she can adequately
determine what modifications need to be made to provide a solid educational experience for all
students. According to Tomlinson (2001), “In a differentiated classroom, the teacher proactively
plans and carries out varied approaches to content, process, and product in anticipation of and
response to student differences in readiness, interest, and learning needs.” As previously stated,
the students in the Horticulture 101 class are adult learners between 18 and 50, with different
levels of professional experience and motivators for continuing their education. Through the use
of pre-session survey, the instructor can determine the necessary modifications or
accommodations necessary to ensure student engagement and success. Adjusting the mode may
be necessary to reach all learners.
Differentiating the Content and Instructional Strategies
The local college, North West Community College at Kelsey, is offering a major in
Horticulture. The first class in the series is Horticulture 101. As shown in the course syllabus,
the first module taught is Introduction to Vegetation Simulator or the Intro to V-Sim. The V-Sim
program is a simulated learning environment. The environment provides students the
opportunity to learn about all concepts taught within the course to include the plant life cycle,
soil health, and cultivation techniques. During the nine hour, six-session, unit students will use
the computer driven simulation to complete assignments that exhibit mastery of presented
information. Students must successfully complete each step within the simulation to go to the
next.
DIFFERENTIATED INSTRUCTION: HORTICULTURE
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The first modification to the content of the unit would be for students with more hands on
work experience than education. The activity would mirror the virtual simulation; however,
instead of having students sit before a computer, these students will be allowed to complete their
unit in the Field classroom. Their team will be responsible for taking two specimens of their
choice from seed to stem. Students will journal and photograph their specimens as they are
planted, fertilized, watered, and transplanted. Students are also required to note the effects of the
environment on their chosen specimens. The instructional strategy modification for these
students is providing sessions with a Field instructor who conducts classwork in the outdoor
classroom. The outdoor classroom includes greenhouse, white board, tools and the chosen
specimens and provides a place for the team to discuss their findings.
The second modification would be made for English as Second Language (ESL) students.
This modification is two-fold. Content modification would allow students using the V-Sim
program to complete it in Spanish but include an English translation for each word. Instructional
modification for the more advanced students will include field experience taught by an instructor
who speaks both English and Spanish languages. Each Spanish speaking student pairs with an
English speaking student. The thought is to use a peer teaching approach to ESL while
providing the support of a bilingual instructor, thereby making the environment psychologically
safe enough to learn.
Varying the End Product
As written, the original Introduction to Vegetation Simulator (V-Sim) lesson plan
contains instruction that takes place primarily within the indoor classroom. The end products of
the class are set by the instructor. Students must have “completed the Introduction to Vegetation
DIFFERENTIATED INSTRUCTION: HORTICULTURE
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Simulator with 90% mastery and be able to with 90% subject matter mastery be able to plant,
hydrate, feed, fertilize, prune and transplant specimens in the virtual greenhouse” (Tutt, 2014).
The end product of the class could be varied by adding the language component
mentioned earlier as a formal part of the formative assessment stage. Students will complete the
Introduction to Vegetation Simulator Spanish/English assessment with 85% accuracy. Students
would work in groups of two to quiz each other on the English/Spanish names of each item
necessary to complete their V-Sim module. The tool used to communicate mastery of this skill
is a completed set of specimen cards that include formal name of the specimen, the region it is
native to and the English and Spanish translations.
A second activity could assess the knowledge students have acquired is to have the
students return to the indoor classroom for an end of the module exam comprised from the end of
unit tests found in the V-Sim module. Students successfully completing the test with a grade of
85% or more will be eligible to move to the next unit.
Varying the Learning Environment
As written, the original educational setting was a blend of indoor, virtual and field
classroom settings. One way to vary the experience for students would be to conduct all learning
inside the traditional classroom. Students would still have the benefit of the V-Sim software;
however, increased indoor classroom activity could be used to foster relationships and
opportunities to peer teach. Peer teaching in a group setting would serve to further engage more
seasoned students and provide younger students the opportunity to ask real world questions of
their classmates.
The second scenario would be to conduct all classroom activities in the Field classroom.
Per the pre-course assessment, most students preferred hands-on classroom activities. Moving
DIFFERENTIATED INSTRUCTION: HORTICULTURE
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the classroom outdoors would give students a first hand, real world picture of the required
subject matter. No simulations would be necessary. Because the winters in Kelsey are relatively
warm, the outdoor classroom could be used all year.
Conclusion
“Differentiation means tailoring instruction to meet individual needs” (Tomlinson, 2001).
Since learning styles vary from student to student, it falls to the instructor to understand the
vehicle necessary to deliver information to each student in a meaningful, respectful way. By
using pre-course surveys and other tools, facilitators will gain the knowledge needed to tailor
their required content to their students. Effective educators are flexible and well prepared
enough to change instructional strategies, assessment techniques and learning environments
when necessary.
DIFFERENTIATED INSTRUCTION: HORTICULTURE
Reference
Tomlinson, C. A. (2001). What Differentiated Instruction is--and Isn’t. Retrieved from Gale
Virtual Reference Library, June 29, 2014.
Tutt, I. S. (2014) Instructional Module/Training Plan Template. Unpublished manuscript,
University of Phoenix
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Appendix A: Instructional Module/Training Plan
Instructional Module/Training Plan Template
Part I: Vital Information
Author
Ingrid S. Tutt
Instructional Topic
Horticulture
Instructional Module/Training Plan
Title
Introduction to Vegetation Simulator (V-Sim)
Learning Setting
Indoor classroom
Audience
Delivery Modality (online, hybrid,
face-to-face, and so forth)
Adults: Students are 18-50 who are at varying levels of
education and training. Some work within the industry and
desire to be promoted. Others are traditional college students.
Combination of classroom instruction and computer based
simulations.
Total Time Allotment
9 hours (6 Class Sessions/1.5 hours each)
Instructional Module/Training Plan
Goal
Students will successfully grow plants using the V-Sim.
Two Performance-Based Objectives
Objective 1: Students, who successfully complete the
Introduction to Vegetation Simulator (IVS), will demonstrate
with 90% mastery of V-Sim program, including the virtual plant
growth cycle.
Summative Assessment Description
Objective 2: Upon the successful completion of IVS , students
demonstrating subject matter mastery at a level of 90% will be
able to plant, hydrate, feed, fertilize, prune and transplant
specimens within the virtual greenhouse
Evaluation of student skill will be conducted using a blend of a
written unit test and V-Sim challenges that simulate the behavior
of plants when placed in “real life” situations (ex: A student is
given a greenhouse of plants to take care of. Based on their
decisions to hydrate, feed, fertilize, prune and transplant their
specimens the plants will flourish or perish)
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Part II: Development
Attention Getter
Seeds, Stamens and Stems in the Southeastern US
Activity is located within the V-Sim program. When students enter
the classroom there will be a number and a type of vegetation
(shrub, tree, flower, or vine) taped to the back of their seat.
Students will be directed to work within the V-Sim program to
research what is necessary to care for vegetation that is
indigenous to their region. After each student has chosen a
specimen, they will be instructed to get into groups by number.
Each group of four will contain one of each type shrub, tree,
flower or vine. The students will inform the instructor which
plants their group has chosen to study.
Detailed Input of Content
Students will then be told to prepare to go to the outdoor
classroom during their next session.
Each group is has pictures of the specimen they have chosen
(printed from V-Sim). Students will be responsible for labeling
their pictures with a description of the specimen, its scientific/
common names and its ideal growth environment. Session I/1.5
hours
Students walk with their groups to the outdoor classroom for a
field experiment. Each group will look for examples of the
types of vegetation they have in their packets. Each group of
four will only contain one of each type of specimen (shrub, tree,
flower, vine). The field guides will work with each group to
answer questions, ensure student safety and timely completion
of the project. The activity will take two sessions to complete
Session II/1.5 hours
Part III: Implementation
Instructional Strategies
Teacher prep:
Before students arrive, Instructor places the finished specimen
cards from the last session on the table for each group to find
when they break into learning teams and places an A or a B on
the back of each chair. Students are asked to break into their
learning teams. Students are also asked to write their names on
a small piece of paper, fold it and place it in the center of their
table. Place stopwatch and bell on desk. Instructor explains the
activity.
Activity description:
This activity builds on the activities from previous weeks. The
information students have collected/gained using V-Sim and
participating in classroom (indoor and outdoor) activities has
prepared them for this group project. All students have
completed their graded V-Sim activities with 90% or more
accuracy.
Critical Thinking and Collaboration
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Activity:
Students are to review cards and discuss each
specimen, using their V-Sim books to check the accuracy of
each card. They will then develop two questions pertaining to
each specimen. Each question is to be written on the front of a
note card. The answer is written on the back side of the card.
Communication
Students discuss the specimens listed on their cards and quiz
each other on the information they contain. Cards are delivered
to Instructor.
Product: Each team is responsible for creating an eight
question non-graded test based on the information found on
their cards.
Formative Assessment
Instructor asks each student to look at the back of their chair
and pull the sticky note with the letter A or B on it. They are to
get into two groups based on that letter. Two names are drawn
from the basket containing the slips. The first name drawn will
act as the scorekeeper and the other student will act as the time
keeper.
1) During Q&A sessions, students are able to accurately
communicate their group’s specimen choices to the instructor
and classmates.
2) Specimen Cards were completed and turned in for review
(previous week)
3) Teams created eight questions per team to be used in class
activity
4) Jeopardy
The instructor draws a card and reads the question. The first
team to raise their hands has 10 seconds to confer about the
answer. Teams earn points based on their knowledge of the
information. Activity continues until all questions have been
exhausted. A brief discussion to cover any “missed”
information is discussed before the game ends. (40 minutes)
Outcome:
Through these informal assessments Instructor will be able to
gauge student knowledge of each type of specimen (shrub, tree,
flower or vine).
Closure
During the last session of teams present their chosen
information to the class in a power point presentation. This will
serve as a final exam. Students earning 90% or better will be
mailed Home Depot Garden Center gift cards to assist them
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with the cost of their next class.
The students participating in this class have varying levels of
education and work experience. The information presented in
the V-Sim module provided students with less experience a
good base that includes the behavior of plants when placed in
“real life” situations. Younger students also benefitted from the
blend of indoor/outdoor instruction and the experience of their
more seasoned peers. More mature students were able to
benefit because the class provided them an opportunity to share
their knowledge with their fellow classmates, become reenergized about their work and validate the skills they had prior
to entering the class.
Materials and Resources
University of Phoenix Library Virtual Organization - Education
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/index.html
Augusta Richmond County Extension Office
http://www.augustaga.gov/1263/Richmond-County-ExtensionOffice
Augusta Technical College Golf Course Maintenance Program
http://www.augustatech.edu/catalog_page.html
Shirley Norman, Master Gardner