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Differentiated Instruction
Misty M. Lunsford
AET 525
May 23, 2014
Deborah Hatfield
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Differentiated Instruction
This paper will use an Instructional Module or Training Plan on Crisis Intervention
training for Direct Care working with adults with developmental disabilities. There will be two
recommendations for two modifications for each of the following four differentiated instruction
methods; Differentiating the content to be learned, Varying or altering the instructional strategies
used to teach the required content, Varying the end product used to demonstrate mastery of the
required content, and Varying or altering the environment to accommodate varied learning
styles. It will also show that a course or training module can be changed to accommodate
multiple learning styles.
Differentiating the content to be learned
According to "Reading Rockets" (2014), Differentiation means tailoring instruction to
meet individual needs. Whether teachers differentiate content, process, products, or the learning
environment, the use of ongoing assessment and flexible grouping makes this a successful
approach to instruction (What Is Differentiated Instruction?).
The first recommendation to modify the content to be learned in the training course
would be to allow the written content to be learned online rather in a classroom setting, since
some students do better with online classes that have a busy work and home schedule. This
would allow the student to learn the content at their own scheduled time. This would also allow
the students that maybe ab audible learner to best learn the content according to their learning
style or styles.
The second recommendation to modify the content learned would be to have alternating
times when the student could be checked off on their skills and techniques on deescalating a
challenging behavior. This would also allow flexibility for the students work and home
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schedule. Since the skills and techniques for challenging behaviors have to be checked off in a
face to face environment, this would allow the student to choose a time that is convenient for
them and the instructor. Adult learners tend to be more engaged when they have choices on how
they can learn the intended content of a class.
Varying the instructional strategies
The goals and objectives for the training course are that Direct Support Professionals will
be able to deescalate challenging behaviors through methods taught during the two day course,
Direct Support Professionals will be able to implement a counseling model technique to
deescalate a challenging behavior without physical intervention and that the Direct Support
Professional will be able to implement a physical intervention strategy to deescalate a
challenging behavior.
The first recommendation for varying the instructional strategies would be to have the
content to be presented in a visual manner rather than all written material. I would recommend
that the content be placed in a PowerPoint presentation with lots of visuals so that the visual
learners in the classroom could grasp and learn the content better. This would help the adult
learners that maybe a visual learner to have an opportunity to learn using their learning style.
The second recommendation for varying the instructional strategies would be survey the
class and give choices on varying the instructional strategies. This would allow the adult learners
the opportunity to have a voice and a choice how the learning strategies would be presented to
them in the classroom. Adult learners bring so much experience to the classroom that this would
allow for their input and keep them engaged in the instructional strategies and help them
understand the concepts and outcomes of the training course.
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According to "Washington Educational Institution During large group discussion
activities, teachers direct the higher level questions to the students who can handle them and
adjust questions accordingly for student with greater needs. All students are answering important
questions that require them to think but the questions are targeted towards the students ability or
readiness level (Varying Instructional Strategies).
Varying the end product to demonstrate mastery
Chase (2010), Varying the end product is used to demonstrate mastery of the required
content; however, variation can come in a number of forms. Not all mastery is demonstrated by
students passing tests or submitting accurate assignments, but rather some types of mastery can
be demonstrated by use of the new knowledge in real-life experiences, such as in a course, an
office, or by creating team projects, that meets the needs of a specific goal (Postsecondary
Lesson Plans - Evaluating Lessons for Courses).
The first recommendation for varying the end product to demonstrate mastery would be
to administer the written posttest verbal to students that prefer to take tests or exams verbally
rather than taking a written test. This can help students that do not feel confident in taking a
written exam due to their learning style or styles.
The second recommendation for varying the end product to demonstrate mastery would
be to offer an alternative to the written exam like doing a PowerPoint presentation that would
include demonstrating competency and mastering the course content that was taught. This will
allow the student to have a choice in showing or proving mastery of the product in different ways
and in ways that the student maybe comfortable in demonstrating mastery of the product.
Varying the environment to accommodate varied learning styles
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Long (2014), Any classroom will include a mix of students who have a variety of
learning modes and styles. Learning mode refers to how an individual "absorbs" information.
Information can only be absorbed using one's senses. Some students absorb information best
through hearing it. Students who have an "oral" disposition learn best through talking. Students
who have an "aural" learning mode absorb information best by listening. Other students prefer to
use their sense of sight. Students with a "verbal" learning mode learn best by reading. The
"visual" student, though, absorbs information best by seeing something; this type of student
needs to see visual relationships through pictures, diagrams, graphs, charts, etc. Still, other
students are "tactile" learners; these students learn best by touching something and working with
it (Accommodating Different Learning Styles in the Classroom).
The first recommendation that I would implement for varying the environment to
accommodate varied learning styles would be to incorporate more varied materials used in the
classroom like computers, textbooks and posters. I feel this will help engaged the learners
because their learning will vary and they can use the provided materials according to their
learning styles.
The second recommendation that I would implement for varying the environment to
accommodate varied learning styles would be to allow the students to learn in groups or learn
individually when completing assignments. Giving the adult learner a choice will help them stay
engaged and want to participate in the learning environment. I understand that group discussion
and similar engagement will need to be done as a group and there is not a varied way to conduct
this type of learning in the classroom, but giving choices on how to complete an assignment will
help the varied learning styles that are present in the classroom.
Conclusion
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The instructional module or training plan is very strait forward and not very
accommodating for different learning styles. I feel the recommendations that I have made for
each of the differentiated instruction methods will help address and accommodate for all
necessary educational needs of the students taking the Crisis Intervention training for Direct Care
working with adults with developmental disabilities. I feel that this training module or
instructional module can easily be modified since the material and content of the course is broad
and covers a lot of material in a short time frame. Modifications can be made that will make the
class or training more engaging and enjoyable to the students that are taking the course.















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Reference
Chase, J. (2010). Yahoo Voices. Retrieved from http://voices.yahoo.com/postsecondary-
lesson-plans-evaluating-lessons-for-6949646.html
Long, C. (2014). Inula. Retrieved from
http://www.iu.edu/~inula/notes/v14/no2/long.html
Reading Rockets. (2014). Retrieved from http://www.readingrockets.org/article/263
Washington Educational Institution. (2014). Retrieved from
http://wvde.state.wv.us/institutional/PD...ctional%2520Strategies.doc