Running head: DIFFERENTIATED INSTRUCTION/POSTSECONDARY LESSON
Differentiated Instruction/Postsecondary Lesson Plan
Sandra D. McBride
AET 525
June 09, 2014
Jennifer Churchill-Allen
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DIFFERENTIATED INSTRUCTION/POSTSECONDARY LESSON
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Differentiated Instruction/Postsecondary Lesson Plan
The major objective of designing this postsecondary lesson plan is to ensure that different
groups of students are able to receive additional assistance as they struggle to familiarize
themselves with Microsoft Excel before being awarded their respective certification, this is based
on the fact that Microsoft Excel skills are needed in almost all industries not just students who
seek to work in the information Technology industry because of the computerization of most
organizational functions. Although the program is designed in a way that allows student to learn
the program individually, different instructors/facilitators from the Training Associates are
allowed to extend the necessary assistance to students especially those who have little to no
experience in the computer program.
Content to be Discussed
Differentiating the content to be learned does not apply to this specific tutorial. This is
explained by the fact that the key objective of this tutorial is to provide students with an
opportunity of gaining a general understanding of Microsoft Excel. However, there are some
suggestions or recommendations to the instructors/facilitators should consider adopting to
increase the student’s ability to understand well how the program works. For example, it would
be more helpful if the instructors are able to give the students the freedom the use their own
materials to learn. If possible, the instructors should provide tutorials to students to enable them
engage in a wide range of secondary learning goals to enhance and improve their learning skills.
Differentiation of content works well for students in instances where the content can meet the
specific goals and interests of the student. This does not only make the learning experience
educational, but also creates fun. The instructors can also differentiate the content for students
undertaking computer related courses. These students require a deeper understanding of the
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concepts so as to be able to engage in troubleshooting or development agendas that they might be
having.
Varying or Altering the Instructional Strategies
Varying or altering the instructional strategies used to teach the required content can
occur through different ways that include the following. For example, the students can be
encouraged to make follow-ups while creating discussion teams to make effective use of various
sections of the lesson plan. In order to establish the best instructional strategy variances, it
would be good for the instructors/facilitators to “make an assessment of the specific areas of the
program that each student is required to master” (Logan, 2011).
Supported by the fact that the current course used by the Training Associates to teach
Microsoft Excel includes the training required to complete, an indication that some of the
students who complete the course will be in a position to effectively complete tasks needed for
work. It is worthy to mention that the extent of previous knowledge of the student plays a
crucial role in determining the level of complexity and time of the designed lesson.
Recommendations to this instruction method include providing the instructors/facilitators with
appropriate ways or methods of involving students throughout the learning process.
Varying the End Product Used to Demonstrate Mastery
Varying the end product used to demonstrate mastery of the required content can occur in
a number of ways. Though not all mastery is showed by students who manage to submit
accurate assignments or pass classroom tests, some specific mastery types are easy to
demonstrate using the new knowledge acquired through real-life experiences. Such experiences
come from different activities such as creating team projects that conform to specific goals.
Based on the fact that mastery demonstration is supposed to relate to the course, the students in
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this particular case should demonstrate their mastery by performing well in their courses. Some
recommendations to this instruction method would be to allow students to forward their final
project that does not reflect the contents of the tutorial. If possible, students should be provided
with extra assistance to enhance their ability to communicate some of the important needs that
relate to the training program.
Varying or Altering the Environment to Accommodate Varied Learning Styles
A good number of recommendations in this tutorial emphasize the need of altering the
environment to accommodate varied learning styles. Most importantly, this tutorial has managed
to meet information requirements and is designed in a way that enables both the fast learners and
the slow learners to get transformed well within the classroom course. McDaniel & Lansink
(2001) explain, adult learning in different regions is conducted in a manner that allows for the
use of different learning styles (such as auditory, visual, and kinesthetic learning styles) in an
effort to accommodate students within different learning levels. As a way of accommodating
and achieving various learning objectives, there is a great need to make adjustments to the
current curriculum such that it includes the auditory environments.
Based on the fact that Microsoft Excel tutorial of Training Associates does not meet the
vital auditory needs of the learners, there is a need to come up with other programs that create
solutions to some of these problems. These programs must be practiced and tested to ensure that
the learners are able to duplicate what they are learning after completing training. If similar
principles are used in this tutorial, there is a high chance that the students will find it easier to
complete their tasks efficiently, effectively, and in an accurate manner.
How Recommended Modifications Facilitate and Engage Adult Learners
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The recommended modifications facilitate and engage adult learners in different ways.
For example, the use of learning programs makes it easier for students to interact lesson plan by
looking at the instructions section and establishing right action that should be taken. Secondly,
accompanying the lesson with a voice device helps to increase the learner's understanding on
what the lesson is all about and provides adult learners with an opportunity of selecting a
learning method that they find appropriate. Thirdly, the recommended modification engages
adult learners because it includes an option from which the adult learners can practice the content
learned, familiarize themselves with the method used to submit review materials, and enables the
learners to provide assistance to one another especially when they are learning to use similar
materials.
However, it is worthy to mention that some of the adult learners who lack prior
knowledge of Microsoft Excel might find it challenging when learning how to operate the
program in an effective way. A major strength of this tutorial is that it is a very effective and
reliable way of providing appropriate information deal that enhances the learner's ability to
understand the software. Although it can turn out that the tutorial may fail to provide effective
learning to all the adult learners, there is a great need for the university to establish appropriate
ways of fulfilling the varying needs of the students such as through the provision of interactive
and sound content. By doing so, more learners will be in a position to benefit from the tutorial.
In addition, these changes will provide a significant boost to the dependent adult learners and at
the same time increase the available options for instructors as they seek to identify the best
teaching materials.
DIFFERENTIATED INSTRUCTION/POSTSECONDARY LESSON
Conclusion
Differentiated instruction is needed for the success of each student and their learning.
Instructors/facilitator should be giving students assessments in the sections of the specific areas
of the program that each student is required to master. Knowing the level of knowledge of each
student is important before teaching any subject, it is necessary to do so the instructor/facilitator
will be able to design the instructional plan appropriately. Building on learning styles and
altering the environment as needed will play on the success of the learner and the program.
Adult learners are able to master and grasp concepts if they are able to use real-life experiences
and situations to show their retention and understanding of the content.
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References
Logan, B. (2001). Examining differentiated instruction: Teachers respond. Research in Higher
Education Journal, 13(1), 1-4.
McDaniel, D., & Lansink, J. (n.d.). Engage auditory, kinesthetic, and visual learners for effective
investigator meetings. Retrieved from
http://www.appliedclinicaltrialsonline.com/appliedclinicaltrials/data/articles/152002/1550
7/article.pdf
DIFFERENTIATED INSTRUCTION/POSTSECONDARY LESSON
Appendix 1: Postsecondary Lesson Plan
Postsecondary Lesson Plan: Microsoft Excel Tutorial
Training Associates
Instruction methods to be used in class:
1.
Content to be learned
2.
Varying instructional strategies used to teach the required content
3.
Varying the end product used to demonstrate mastery of the required content
4.
Varying or altering the environment to accommodate varied learning styles
5.
Modifications Facilitate and Engage Adult Learners
Lesson’s Topic (s):
1. Uses of Microsoft Excel
2. Purpose of Excel
Lesson’s Objectives/Outcomes/Competencies:
By the end of the lesson, the students should be in a position to:
1. Various uses of Microsoft Excel
2. How to use Microsoft Excel to create different applications used to display information.
Instructors Self-Evaluation/ NOTES:
1. Date Lesson Completed:
2. Instructors Name:
3. Recommended Modifications:
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