Running head: DIFFERENTIATED INSTRUCTION

Differentiated Instruction Katharine Baker AET/525 March 17, 2014 Dr. Shirley Burnett

DIFFERENTIATED INSTRUCTION

Differentiated Instruction Differentiated instruction can be described as a classroom practice with a balanced emphasis on individual students and course content (Joseph, Thomas, Simonette & Ramsook, 2013, p. 29). An effective training plan should provide a differentiated approach to ensure that learning is maximized. McGill University provided training on software that will be used by their project and portfolio management staff. Their training plan was based on simple methods and common strategies. Using a differentiated instructional process will allow the university to provide a more effective learning process for their students. Project and Portfolio Management Software Training McGill Universitys IT Services department recently implemented software for their Project and Portfolio Management (PPM) process. The university used this software to ensure that basic project management practices were used. These practices include tracking of goals, sponsor engagement, communication of outcome to stakeholders (McGill University, 2013). The university worked with the software vendor to provide training for the staff. They conducted sessions based on a range of experience from novice to expert project managers. They also had sessions geared toward specific job levels including project manager, portfolio manager, director/executive, and team member and they determined that each course would use specific prerequisites to determine who should attend these sessions (Volition Services, 2009). There were multiple training sessions conducted over a five month period. (McGill University (2009). Appendix of Differentiated Instruction) Differentiating the Content to be Learned The sessions provided a mix of information that covered job duties of different participants. The courses used content related to methodology, workflow, and administrative tasks. The university first offered a seminar on project management methodology to all relevant employees. From there, the courses were divided up by job type and focused more on using the software and how it applies to the specific job duties of the group. During each session, the instructors used both lecture and demonstration to present the information to the class.

DIFFERENTIATED INSTRUCTION

There are a couple of options that can be recommended for differentiating the content. Enrichment clusters allow students to be grouped according to ability for instructional purposes (Differentiation, n.d.). Although each class was divided by job type, this did not determine the level of ability or knowledge. Students can have a choice when forming their cluster, and the goal is to be grouped with students that can expand the individuals knowledge. This option keeps students engaged because they work in groups and become accountable to others in the class. They also gain additional insight into what others think about processes and methodology. Using students that have similar job duties but varying abilities will help the students understand how to use the software from multiple perspectives, and create an opportunity to visualize how they will use the software. Independent study options are the opposite of enrichment clusters, but they are still effective for learning. There will be times when students will need to practice and study material that was presented to them. Independent study allows the student to select topics that interest them, set goals for work, and later present results to the other students (Differentiation, n.d.). This type of content differentiation would be conducted after the formal class time as a way to provide additional learning. Students will be motivated by this practice because they can choose the topic and demonstrate how it relates to their job duties or experiences. Independent study creates an opportunity for students to personalize their learning. Using Instructional Strategies to Differentiate Learning Differentiated instruction stimulates creativity and helps students understand ideas at higher levels of thinking (De Jesus, 2012, p.7). Using different options for instructional strategies provides students with the ability think outside the box and grasp the content better. Both McGill University and the software vendor used lecture and demonstration for their instructional strategies. These methods can be effective, but students are less likely to be engaged for long periods of time and learning is primarily based on memorization. Using additional methods of instructional strategies mixed into the existing courses can help students succeed. Cooperative learning helps maximize learning by placing students in groups and allowing them to collaborate on topics and work together on assignments (De Jesus, 2012). This type of instructional

DIFFERENTIATED INSTRUCTION

strategy can be paired with the method of enrichment clusters to further enhance learning. A common advantage of cooperative learning is mutual benefit. Students strive for mutual benefit so all group members gain from each others efforts (De Jesus, 2012). This method is engaging because each person is motivated by the other group members. They share common ground and take an active interest in helping each other. Using cooperative learning as an instructional strategy can provide a positive experience for each student while creating an effective learning environment. Problem based learning is an effective instructional strategy that allows students to explore realworld problems and challenges (De Jesus, 2012). This method helps each person relate the content to situations that he or she experiences every day. The benefit of using problem based learning comes from the ability to gain deeper knowledge of the content presented because students believe there is meaning behind the information. The instructor can use this strategy in conjunction with the lecture and demonstration. It can break up lengthy information by providing a forum for discussion and activity. Problem based learning helps prepare students to be able to use the knowledge they gain in their existing jobs immediately. Differentiated Assessments to Demonstrate Mastery Requiring students to complete standard tests or assessments at the end of a training session is not always useful for determining mastery of the required content. Using a static list of questions assumes that every student learned the information the same way and can apply that knowledge to the same situations. The knowledge may be there, but it does not demonstrate the effectiveness of the course. Using additional differentiated assessments may be useful in determining mastery. Many courses assign homework as an opportunity for assessment and additional learning to occur after the formal session is finished. Using this method does not have to be monotonous or uninteresting. An example of differentiated assessment is called Homework Menu. This concept applies the same basic idea as traditional homework, but allows students to have a choice in what they complete (Reeves, 2011). An instructor might offer ten different scenarios that have to be completed before the next course, but only require that the students complete three of them. This flexibility gives the student

DIFFERENTIATED INSTRUCTION

the ability to work on the material that was most interesting to them and will keep the engaged in the learning process. Students exhibit different learning styles and it is important for instructors to offer different options learning based on these learning styles. A common learning style is based on visual-spatial awareness. Students who prefer this learning style like to learn through things like imagery, drawings, and videos (De Jesus, 2012). An example of spatial learning can be used in McGill Universitys software training by requiring students to create a map of the software workflow process using screen prints of the application. This option is useful because the student will have to understand the steps needed to navigate through the software and show examples of each step. Visualizing the steps through the screen prints will help the visual learners understand the content and motivate them to learn more by appealing to their preferred learning style. Altering the Environment to Accommodate Learning Styles Awareness of individual learning styles can help educators impart new information in a memorable way (Brady, 2013, p.1). Instructors who engage multiple learning styles can reach their students in more effective ways. Many training plans make the mistake of only offering one or two instructional methods, and they might only appeal to one or two learning styles. This is the case with the courses for the McGill University software training. Using lecture and demonstration typically works well for auditory and visual learners, but may not engage students who prefer kinesthetic or logical methods. Using a software application is a very hands-on process. A person must physically navigate through the application and perform various tasks. Therefore, learning a software application should also be hands-on. Most students have at least some preference for kinesthetic learning. Methods such as acting out, role playing or physical activity motivate these people (DeJesus, 2012). Using the learn while doing approach can help solidify the information being presented. McGill University does offer a lab session as a hands-on opportunity, but it is separate from the other courses. If they provide an

DIFFERENTIATED INSTRUCTION

opportunity for hands-on learning during each session, they will be able to engage their students and deepen the level of learning. Most software applications use logical processes to perform the associated tasks. Some learners prefer to think in a logical perspective, and pointing out these processes in a software application may appeal to them. A logical learner prefers to think in patterns and relationships (De Jesus, 2012). They often break things up into steps. The instructor can take time in their demonstrations to point out these patterns, relationships, or steps in the application. Another option includes investigation or mapping out processes within the software. This method can increase learning by requiring the student to think about the application in pieces and then they focus on one piece at a time. This method may not appeal to everyone, but will ensure that the content delivery in the session is differentiated.

Conclusion Differentiated instruction is effective because it can reach a wider range of students. Instructors who use this approach are more likely to see student success and accomplish their goal of teaching. Content, instructional strategies, mastery of content, and learning styles are all affected by differentiated instruction. It is recommended that McGill University use these methods as a guide for developing a successful training plan for their project and portfolio management software training.

DIFFERENTIATED INSTRUCTION

References Brady, C. L. (2013, April). Understanding learning styles: Providing the optimal learning experience. International Journal of Childbirth Education, 28(2), 13. De Jesus, O. N. (2012, Summer). Differentiated instruction: Can differentiated instruction provide success for all learners. National Teacher Education Journal, 5(3), 5-11. Differentiation. (n.d.). Differentiating content. Retrieved from http://differentiation.asbwiki.wikispaces.net/Differentiating+Content Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013, Aug). The impact of differentiated instruction in a teacher education setting: Successes and challenges. International Journal of Higher Education, 2(3), 28-40. McGill University. (2013, August). Project and Portfolio Management. Retrieved from http://kb.mcgill.ca/kb/?ArticleId=1457&source=article&c=12&cid=2#tab:homeTab:crumb:7:artI d:1457 Reeves, D. (2011). From differentiated instruction to differentiated assessment. ASCD Express, 6(20). Retrieved from http://www.ascd.org/ascdexpress Volition Services. (2009, June). Project Training Plan. Retrieved from http://volitionservices.com/Shared%20Documents/training-plan-sample.doc Watts-Taffe, S., Laster, B. P., Broach, L., & Marinak, B. (2012, Dec). Differentiated instruction: Making informed teacher decisions. Reading Teacher, 66(4), 303-314.

DIFFERENTIATED INSTRUCTION

Appendix

Project Training Plan

Project Name: Date: Department/Unit: Contact Names: Kathy Wilmot Rene Lesage Project and Portfolio Management (PPM) software Phase 2 Implementation June 30, 2009 PMO Role Email Phone Project Manager Kathy.wilmot@mcgill.ca 4486 Training Lead Renee.lesage@mcgill.ca 089658

1 Introduction
Why are we doing this? What is the background or the history of the request? Example: Project Managers (PMs) require effective processes and software to plan, collaborate, monitor, and report on the projects they are responsible for. Directors need a common method for overseeing the projects in their units. Various levels of training on PPM methodology and software will be required. This training plan outlines the requirements and methods needed to provide training on the use of Project and Portfolio Management (PPM) software. This tool will be required by IT units and will eventually be available to the McGill community.

2 Training Scope
2.1 Training Objectives

What are we hoping to accomplish (proficiency, advanced learning, certification credits, etc.) and who is the intended audience? Sample: A training program will be developed to provide the proper level of training needed for a range of users, from novice to expert project managers. Training methods will vary depending on the type of user project manager, portfolio manager, directors/executive, and team member. Training will be provided for the PPM software tool in conjunction with Project Management methodologies. 2.2 Assumptions

Who is going to set up the training environment? Is that going to happen in production? Who will set up the security for the site collection? Will users log in as themselves or as training IDs? Will we travel to all sites or just conduct classes at the corporate office? Sample:

DIFFERENTIATED INSTRUCTION

The PM, in the capacity of functional expert, will help to develop the training materials, but the responsibility for developing, delivering, and administering the training remains with ICS. Previous Project Management training is recommended as a prerequisite for novice PMs. 2.3 Constraints Were you only given a month to put something together? Do you have any money to spend? Do you have an instructor? Does the trainer have access to an environment (dev or test) where they can learn the product and take screenshots? What issues are we facing specific to training? Sample: A timely schedule for developing the training materials and course offerings will be a challenge as multiple software applications are competing for the same resources. The project teams availability over the summer (vacations) and the fall (busiest time of year) will make it difficult to develop and deliver training.

3 Training Program
3.1 Training Prerequisites

Sample: All Project Managers (PM) are expected to understand and be familiar with PMIs Project Management Methodology before attending any of the training session. The HR Staff Development course also offers training for this subject. 3.2 Types of Training
Description At first this course will be geared to IT Project Management. This course will outline the methodology used at McGill and provide an introduction to the software. Overview of software for all users. Concentration will be on the PM user. Overview of software for all users. Concentration will be for the Executive user. Introduction to methodology and overview of software. Concentration on team users, including time entry. Overview of methodology and software. Emphasis on how to view project documents Training to be given initially by vendor. Procedures will be documented as necessary. Method Seminar Duration 2 hours Participants Novice PM, PM, Portfolio PM

Title Project Management Methodology at McGill

PPM software for PMs

Lab

3 hours

PPM software for Directors and Executives PPM methodology and software for Team members

Online

1 hour

Novice PM, PM, Portfolio PM Directors, Executives Team Member

Online

30 min

Access to PPM for the Client

Online

15 min

Client

PPM Administrator

Vendor

TBD

PPM Administrator

DIFFERENTIATED INSTRUCTION
Project Request Project Request Approval Guide to requesting a project via the software. Guide to approving and staffing projects. Online Online TBD TBD Client Directors, Executives, Portfolio Managers

10

DIFFERENTIATED INSTRUCTION

11

Training Schedule Sample: Initial training for the administrators, functional experts in PMO, ICS trainers, and reps from IT will be given by the vendor during implementation. At this time, course development begins for ongoing staff training. The estimated preliminary schedule is shown in table 3.3. A detailed schedule for course offerings will be created on ICS staff registration systems once the training is established. Training Administrator training during implementation Train the trainer (ICS, PMO) during implementation PPM Course development PPM Staff Training begins for IT units 3.3 Training logistics Date August 17-21 August 2009 Aug Oct 2009 December 2009 Responsible Vendor Vendor ICS Training & PMO ICS Training

Sample: Training facilities are provided by ICS. Seminar type courses require various size rooms equipped with a projector and laptop with access to internet. Hands-on courses will be given in an ICS lab environment (maximum 15 users per session). ICS set up to administer (schedule, register, record, etc).

4 Roles and Responsibilities

Sample: The table below outlines the basic training responsibilities. It does not represent a work breakdown structure - that will be added when more details are known. Unit PMO ICS Training Responsibilities Assist in course development with ICS Develop courses (seminars, hands-on, online), administer training program on an ongoing basis Administer training program schedule courses, monitor registration, provide training records Provide initial training during implementation and consult on training program Evaluate training Existing or new resource PPM project team ICS Trainers

ICS Training

ICS Training coordinator

Vendor

Vendor consultants

PMO & ICS

ICS Trainers & PMO functional expert

DIFFERENTIATED INSTRUCTION

12

Estimated Training Budget

Decide how many people will need to be trained. You may have 10,000 employees but only 500 of those are targeted for this list of objectives. Sample: Cost estimate is two full-time resources for six months to develop and schedule five custom scenarios to run a total of three times each at the corporate office only. The vendor estimate for this work is $200,000. ICS currently have resources in place to offer training. However, it is likely that multiple software projects will need to share this limited resource. It is recommended that additional staff resources be secured in various departments and at multiple locations. Hosting a train-the-trainer program at corporate will require budget and manager approval for these resources to travel.