Running head: DIFFERENTIATED INSTRUCTION

Differentiated Instruction
Jessica DeFrancesco
AET/525
April 7, 2014
Lisa Marie Portugal

DIFFERENTIATED INSTRUCTION

Differentiated Instruction

Lessons and classroom activities do not follow one set path. Every learning environment,
teacher, course material, and student is different. With that being said, no lesson plan can be a
complete guide on how to teach a class. The lesson plan from Vancouver Island University is
very thorough and covers almost all aspects of teaching secondary education. However, the plan,
like most things has its flaws. It speaks of PowerPoint as if it is an unnecessary or meddlesome
program. The plan neglects to mention that some people learn quite well from the things taught
to them from PowerPoint. It does tell of the benefits of technology but then again technology
will not reach everyone either. The plan also suggested instructors put on a show with their
students. Not all students appreciate a performer teaching their lessons. The key is to seem
approachable and human, formality and rules can go out the window when teaching adults.
Krynowsky suggests instructors urge students to wear name tags and fill out index cards about
themselves. Teaching is a very tricky art, but there are many ways to do it, some work, some do
not.
There are many possible methods for instructors to follow; some make more sense than
others. The lesson plan by Krynowsky seems to downplay the usage of technology, Avoid
death by bullet point. Students have been known to thank an instructor for not having power
points. Really check out the hard ware! Have a plan B. Very few things frustrate as much as
technology that does not work properly (Krynowsky, 2014. p. 48). A teacher should not
completely discount the use of PowerPoint Presentions or any other slide show making
programs. Every device has the potential to help the teacher to show students what they want to
teach them. For subjects like math it may help for students to see what they are learning through

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a PowerPoint Presentation. Granted it is good to have an alternative teaching method just in case
the professors computer crashes or the power goes out. However, it must be realized that only
certain students learn by seeing, others learn by doing. There should be varied learning styles in
each classroom. It is important for the instructor to try to instill an education in every pupil
regardless of their learning style. Teaching is a trial and error process where they see what works
for the majority of their students and see which students may need a little extra guidance.

It is amusing that one section of the article cautions teachers against using PowerPoint
Presentations but later suggests they use technology to help develop what they teach. The article
said technology offers a, huge variety of media and resources for presentation, communication,
research (PowerPoints, DVD, internet, ask an expert, research reports, You tube, blogs)
(Krynowsky, 2014. p. 32). It is true that some students respond better to visual aids and physical
interpretations of lessons, in that case this method would be effective. However, some students
are not into the metaphorical smoke and mirrors of learning. Classes with older students or
students who have a difficult time with their attention span may not benefit from this teaching
aid.
In some courses it is better for students to interact with one another to grasp the lessons.
Classes such as English, Drama, Literature, Psychology, and Sociology may fair better with
verbal teachings rather than visual. Students can be broken into groups and act out plays or
discuss what they are learning. Sometimes it is easier to learn things when someone else is there
learning them too. Peer guidance can be a great learning device when executed properly. Both
feedback and the essence of compellation are a big part of the learning experience. Talking
things through can help students to truly grasp key classroom concepts.

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Some things are easier explained by the verbal word. It is important that the instructor has
good communication and can take note of what their students need. Instructors need to see what
the students wish to learn from the class and research the courses they have already taken to get a
better idea of what they still need to learn. It is the way the teacher is with the students that
determines how much or how well the student learns the course information. Students should
feel comfortable with both their teacher and their learning environment.
Adult students do not want their teachers to care too much about appearances. They want
their education to be in the foreground at all times. Krynowsky speaks of the opposite,
Considering appearance, movement, and presence. These are a huge factor. You may need to
act; however, students are watching you for your perceived level of competence and confidence
(Krynowsky, 2014. pp. 14-15). Many older students want their lessons to be to the point and
basic. Usually older students are not into gimmicks and flashiness with their learning
environments.
If a student is not comfortable with their learning environment or their teacher they may
be more hesitant to learn. Krynowsky said, Post secondary instructors are in the presentation
business! The presentation skill set can be the topic for an entire course or book. It is a skill set
that, just like an actor, be practiced and developed (Krynowsky, 2014. p, 34). Some students
may be uncomfortable with a showy professor and may want a more genuine professor who they
can relate to. When an instructor seems unapproachable a student may be hesitant to ask them for
clarification or for help. Furthermore, if a professor does not seem genuine maybe the material
they teach will seem bogus too.

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Some of Krynowskys methods for teaching are a little odd. He suggests, Ask students
to wear nametags, or have them write their first names on the front and back of tented index
cards on their desktops. He goes on to urge instructors to, Take a Polaroid or digital camera to
class and snap a photo of each student. Write the students' names on the photos and keep them
with you for reference (Krynowsky, 2014. p. 7). These may be good methods for older teachers
or for an FBI profiler, but most students will find it odd if their teacher asks to take a Polaroid of
them. A teacher also needs to respect their students personal space and boundaries.
In a section of the lesson plan, Krynowsky explains feedback. He suggests having a
colleague sit there with students and evaluate the lesson. Krynowsky also suggests videotaping
classes, most students would not be comfortable with that. He also speaks of numerous question
and answer sessions to get students opinions of the professor and their teaching methods. If the
instructor wants feedback they just need to ask or have students do a short survey at the end of
the course. Student feedback should be voluntary, not forced upon them (Krynowsky, 2014. pp.
57-64). Students sign up for classes to learn, adult students especially join classes to learn.
There is no way to tell what each student needs to be successful. The lesson plan from
The Vancouver Island University spanned many subjects and gave effective guidance for
educators. However, the advice it gave to instructors seemed very systematic and staged.
Teaching does not follow a script, it is an adapt as time goes on type of situation. People are
unpredictable and everyone is very different. No two people learn in the same exact way and no
set plan will work on every student. The Ktynowsky plan, although thorough, was very flawed. It
was entirely too specific in its nature and it lacked the variety that an adult classroom needs. The
variety is what keeps the class interesting and keeps the students engaged and active in the class.
Without mixing things up students can get bored and either drop the class or walk away from it

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without learning vital information. There is no set plan to life, thus there is no set plan for
teaching. Everyone is different, and everyone thinks different. It is good to have an idea of where
to go with the lesson but until the class is in session the rest is circumstantial.

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Resources

Krynowsky, B. (2014). Effective post secondary teaching and learning. Vancouver Island
University. Retrieved from
https://www2.viu.ca/ciel/teachlearn/guide/files/PracticalGuide.pdf